Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment-Reference-Cited by-同舟云学术

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Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment

Published:2022-08-23 Issue:6 Volume:53 Page:1511-1529
ISSN:0007-1013
Container-title:British Journal of Educational Technology
language:en
Short-container-title:Brit J Educational Tech

Author:

Yang Yuqin¹^ORCID,Yuan Kaicheng¹,Feng Xueqi²,Li Xiuhan¹,van Aalst Jan³

Affiliation:

1. Faculty of Artificial Intelligence Central China Normal University Wuhan China

2. Center of Studies for Future Education Southern University of Science and Technology Shenzhen China

3. Faculty of Education The University of Hong Kong Pok Fu Lam Hong Kong

Funder

National Natural Science Foundation of China

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13267

Reference56 articles.

1. Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?

2. Observing Interaction

3. Sequential Analysis and Observational Methods for the Behavioral Sciences

4. When Smart Groups Fail

5. Effects of Reform-Based Mathematics Instruction on Low Achievers in Five Third-Grade Classrooms

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3. Examining the impact of teacher scaffolding in the knowledge building environment: Insights from students’ interaction patterns, social epistemic networks, and academic performance;Education and Information Technologies;2024-03-11

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