| 2008 |
Understanding how pre-service teachers perceive and interpret knowledge-building principles |
conference |
|
| 2017-01 |
Two tales of time: Uncovering the significance of sequential patterns among contribution types in knowledge-building discourse |
article |
pdf(497) |
| 2018-12 |
Two tales of time: uncovering the significance of sequential patterns among contribution types in knowledge-building discourse |
book/chapter |
說明頁(59) |
| 2009-06 |
Towards Design-Based Knowledge-Building Practices in Teaching |
conference |
pdf(803) |
| 2009-04 |
Towards an idea-centered, principle-based design approach to support learning as knowledge creation |
article |
pdf(803) |
| 2019-06 |
The Roles of Knowledge in Knowledge Creation |
conference |
說明頁(87) |
| 2007 |
The Knowledge Society Network as a self-organizing network-of-networks |
conference |
|
| 2018-05 |
The Effects of Design Thinking Activities on Pre-Service Teachers’ TPACK Knowledge and Design Belief |
conference |
pdf(314) |
| 2004 |
The effect of reading about experienced language learners on students` use of metacognitive language learning strategies |
conference |
|
| 2020-11 |
The Effect of Pre-Service Teacher’s Knowledge-Building Activities on their TPACK Knowledge and Design Belief |
conference |
pdf(115) |
| 2019-11 |
The Discourse of Preservice Teachers on Designing an Online Learning Course |
conference |
pdf(145) |
| 2018 |
The design orientation of academic courses taught at alternative community colleges in Taiwan |
book |
|
| 2008 |
The analysis of small group knowledge building effort using an interaction analysis model |
conference |
|
| 2015-05 |
Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning |
article |
pdf(798) |
| 2015-09 |
Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning |
article |
pdf(448) |
| 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) |
| 2023-12 |
Teachers developing more creative learning views via online perspective taking activities |
conference |
pdf(13) |
| 2011.08 |
Teacher-education students` views about knowledge building theory and practice |
article |
pdf(1182) |
| 2010 |
Teacher-education students` views about knowledge building theory and practice |
conference |
pdf(664) |
| 2010.03 |
Teacher-Education Students` Epistemological Belief Change through Collaborative Knowledge Building |
article |
pdf(1228) |
| 2014 |
Teacher-education students develop more student-centered teaching beliefs through knowledge building (accepted) |
book/chapter |
說明頁(1091) |
| 2011.08 |
Sustaining knowledge building as a principle-based innovation at an elementary school |
article |
pdf(1177) |
| 2017 |
Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes |
article |
說明頁(738) |
| 2011 |
Students changing their conceptions of collaboration through computer-supported knowledge building |
conference |
說明頁(1026) |
| 2006 |
Strong ties, weak ties: Exploring patterns of collaboration and knowledge-interaction for knowledge advancement in the Knowledge Society Network |
conference |
|
