| 2024-02 |
Preservice teachers’ intention for constructivist ICT integration: implications from their internet epistemic beliefs and internet-based learning self-efficacy |
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說明頁(175) |
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| 2023-02 |
Developing a design thinking engagement scale for early childhood teachers |
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說明頁(123) |
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| 2023-02 |
Highlighting ECE Teachers’ Proximal Processes as Designers: An Investigation of Teachers’ Design Thinking Engagement, TPACK Efficacy, and Design Vitality |
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說明頁(122) |
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| 2023-01 |
Examining Taiwanese university students’ multimodal multiple text comprehension: individual differences and epistemic prompting |
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說明頁(203) |
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| 2022-12 |
電腦輔助知識翻新教學對師資培育生科學教學信念之影響 |
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說明頁(181) |
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| 2022-06 |
Computer-supported knowledge building to enhance reading motivation and comprehension |
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說明頁(150) |
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| 2021-07 |
Knowledge Building: Idea-Centered Drawing and Writing to Advance Community Knowledge |
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pdf(260) |
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| 2021-04 |
國小學生進行知識翻新活動以集體共構達悟族大船文化知識 |
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pdf(178) |
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| 2021-04 |
國小學生集體共構達悟族大船文化知識的知識翻新活動 |
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說明頁(176) |
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| 2020-06 |
Advancing Third Graders` Reading Comprehension through Collaborative Knowledge Building: A Comparative Study in Taiwan |
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pdf(263) |
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| 2019-12 |
Developing effective knowledge-building environments through constructivist teaching beliefs and technology-integration knowledge: A survey of middle-school teachers in northern Taiwan |
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pdf(218) |
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| 2019-08 |
知識創新教育的研究心路歷程 |
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pdf(240) |
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| 2019-08 |
Fostering college students’ design thinking capacity in a knowledge building environment |
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pdf(246) |
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| 2018-12 |
Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities |
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pdf(416) |
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| 2018-11 |
STEM Education in Asia Pacific: Challenges and Development. |
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pdf(223) |
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| 2018-10 |
Integrated STEM Learning in an Idea-centered Knowledge-building Environment |
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pdf(222) |
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| 2018-06 |
Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activities |
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pdf(418) |
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| 2018-06 |
Elementary Students Enhancing their Understanding of Energy-Saving through Collaborative Knowledge-Building Activities |
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pdf(214) |
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| 2018 |
Fostering Students` Scientific Inquiry through Computer-Supported Collaborative Knowledge Building. |
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pdf(284) |
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| 2017-12 |
Principle-based design: Development of adaptive mathematics teaching practices and beliefs in a knowledge building environment |
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pdf(492) |
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| 2017-06 |
Fostering innovation-oriented cultural views among college students through knowledge-building pedagogy |
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說明頁(705) |
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| 2017-01 |
Two tales of time: Uncovering the significance of sequential patterns among contribution types in knowledge-building discourse |
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pdf(517) |
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| 2017 |
Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes |
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說明頁(743) |
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| 2016-07 |
Exploring the development of college students` epistemic views during their knowledge building activities |
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pdf(617) |
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| 2016-04 |
Schools as Knowledge Building Organizations: Thirty Years of Design Research |
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說明頁(781) |
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