| 2024-03 |
線上合作問題解決教學模式之探索研究 |
report |
pdf(1) |
| 2023-12 |
Assessing college students’ sense of community for advancing community knowledge |
conference |
pdf(15) |
| 2023-12 |
Teachers developing more creative learning views via online perspective taking activities |
conference |
pdf(12) |
| 2023-06 |
Designing a course to help master students develop thesis proposals via knowledge building discourse |
conference |
說明頁(70) |
| 2023-06 |
Teachers using perspective-taking to develop deeper understanding of their emotions and informed views of teaching and learning in a knowledge building environment |
conference |
說明頁(57) |
| 2023-06 |
Fostering collaboration and cultural interests through idea-centered, design-oriented knowledge building pedagogy |
conference |
說明頁(74) |
| 2023-05 |
Fostering Interactions within and beyond Group for Online Learning and Knowledge Building in a Higher-education Context |
book/chapter |
說明頁(71) |
| 2023-04 |
Exploring the development of teaching conceptions among preservice teachers during knowledge-building |
conference |
說明頁(148) |
| 2023-02 |
Developing a design thinking engagement scale for early childhood teachers |
article |
說明頁(110) |
| 2023-02 |
Highlighting ECE Teachers’ Proximal Processes as Designers: An Investigation of Teachers’ Design Thinking Engagement, TPACK Efficacy, and Design Vitality |
article |
說明頁(111) |
| 2023-01 |
Examining Taiwanese university students’ multimodal multiple text comprehension: individual differences and epistemic prompting |
article |
說明頁(191) |
| 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 |
article |
說明頁(164) |
| 2022-08 |
利用雲端知識工具輔助大學生自我導向學習之多型態多文本閱讀素養研究(3/3) |
report |
說明頁(242) |
| 2022-08 |
Pre-service teachers` mindset to design an online lesson in Knowledge Forum |
conference |
|
| 2022-08 |
Graduate students engaging in knowledge building discourse to develop knowledge for their thesis proposals |
conference |
|
| 2022-06 |
Preservice teachers’ intention for constructivist ICT integration: implications from their internet epistemic beliefs and internet-based learning self-efficacy |
article |
說明頁(161) |
| 2022-06 |
Computer-supported knowledge building to enhance reading motivation and comprehension |
article |
說明頁(139) |
| 2022-06 |
Fostering TPACK via Idea Improvement in Teacher Education |
conference |
說明頁(121) |
| 2022-06 |
Learning and developing positive psychology via knowledge building |
conference |
說明頁(130) |
| 2022-06 |
Developing Computational Thinking via Knowledge Building |
conference |
說明頁(113) |
| 2022-04 |
Engaging Students in Reading Using Knowledge Forum to Enhance Reading Motivation and Deeper Understanding |
conference |
說明頁(544) |
| 2022-04 |
Fostering online knowledge building discourse to advance knowledge |
conference |
說明頁(288) |
| 2022-03 |
職前教師從事數位學習教案設計之TPACK想法流動樣態探討 |
conference |
說明頁(128) |
| 2021-09 |
Developing effective discourse for online learning and knowledge creation |
conference |
說明頁(216) |
| 2021-08 |
合作知識創新科技對學生圖像素養與寫作能力之影響(3/3) |
report |
pdf(116) |
