Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts-Reference-Cited by-同舟云学术

Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts

Published:2020-07-17 Issue:1 Volume:52 Page:374-493
ISSN:0007-1013
Container-title:British Journal of Educational Technology
language:en
Short-container-title:Br. J. Educ. Technol.

Author:

Hwang Gwo‐Jen^ORCID,Huang Hsin,Wang Ruo‐Xuan,Zhu Li‐Li^ORCID

Funder

Ministry of Science and Technology, Taiwan

Ministry of Science and Technology

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13007

Reference66 articles.

1. The Impact of Problem Posing on Elementary Teachers' Beliefs About Mathematics and Mathematics Teaching

2. Teach Ourselves: Technology to Support Problem Posing in the STEM Classroom

3. Mapas conceituais no ensino de pós-graduação em enfermagem: relato de experiência

4. Teachers’ Perceptions and Implementation of Professional Development in Writing Instruction

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