A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels-Reference-Cited by-同舟云学术

A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels

Published:2022-01-09 Issue:2 Volume:18 Page:em2073
ISSN:1305-8215
Container-title:Eurasia Journal of Mathematics, Science and Technology Education
language:
Short-container-title:EURASIA J Math Sci Tech Ed

Author:

Maj Stanislaw Paul^ORCID

Publisher

Modestum Publishing Ltd

Subject

Applied Mathematics,Education

Link

https://www.ejmste.com/download/a-practical-new-21st-century-learning-theory-for-significantly-improving-stem-learning-outcomes-at-11510.pdf

Reference44 articles.

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2. Berliner, D. C. (2002). Educational research: The hardest science of all. Educational Researcher, 31(8), 18-20. https://doi.org/10.3102/0013189X031008018

3. Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (Structure of the observed learning outcome). Academic Press.

4. Cheng, E. W. L. (2016). Learning through variation theory: A case study. International Journal of Teaching and Learning in Higher Education, 28(2), 283-292.

5. de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38, 105-134. https://doi.org/10.1007/s11251-009-9110-0

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