Contradicting Objects: An Activity Systems Perspective Towards Transformative Learning
Author:
Grundy Lorena1ORCID, Koretsky Milo1
Publisher
ASEE Conferences
Reference29 articles.
1. L. Deslauriers, L. S. McCarty, K. Miller, K. Callaghan, and G. Kestin, “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom,” Proceedings of the National Academy of Sciences, vol. 116, no. 39, pp. 19251–19257, Sep. 2019, doi: 10.1073/pnas.1821936116. 2. S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proc. Natl. Acad. Sci. U.S.A., vol. 111, no. 23, pp. 8410–8415, Jun. 2014, doi: 10.1073/pnas.1319030111. 3. J. Michael, “Where’s the evidence that active learning works?,” Advances in Physiology Education, vol. 30, no. 4, pp. 159–167, Dec. 2006, doi: 10.1152/advan.00053.2006. 4. M. Prince, “Does Active Learning Work? A Review of the Research,” Journal of Engineering Education, vol. 93, no. 3, pp. 223–231, Jul. 2004, doi: 10.1002/j.2168-9830.2004.tb00809.x. 5. M. Stains et al., “Anatomy of STEM teaching in North American universities,” Science, vol. 359, no. 6383, pp. 1468–1470, Mar. 2018, doi: 10.1126/science.aap8892.
|
|