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Download full textAli Yalçin; Selma Güleç – Journal of Inquiry Based Activities, 2024
The activity-based social studies teaching is a learning process which applies activities prepared according to knowledge, skills, values and achievements and makes students actively participate. One of the most important goals of the social studies course is the activity-based teaching process, which is one of the ways to raise effective,…
Descriptors: Social Studies, Social Environment, Grade 5, Secondary School Students
Direct linkWan, Haipeng; Yu, Shengquan – Interactive Learning Environments, 2023
Most online learning researchers use resource recommendation and retrieve based on learning performance and learning style to provide accurate learning resources, but it is a closed and passive adaptive way. Learners always do not know the recommendation rationale and just receive the result-oriented recommended resources without having a chance…
Descriptors: Electronic Learning, Intelligent Tutoring Systems, Artificial Intelligence, Cognitive Mapping
Martin, Kit; Horn, Michael; Wilensky, Uri – Informatics in Education, 2020
This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM…
Descriptors: Concept Mapping, Constructivism (Learning), Learning Activities, Concept Formation
Martin, Kit; Horn, Michael; Wilensky, Uri – Grantee Submission, 2020
This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM…
Descriptors: Concept Mapping, Constructivism (Learning), Learning Activities, Concept Formation
Celis Rangel, Jakeline G.; King, Melissa; Muldner, Kasia – ACM Transactions on Computing Education, 2020
Learning to program requires perseverance, practice, and the mindset that programming skills are improved through these activities (i.e., that everyone has the potential to become good at programming). In contrast to an entity mindset, individuals with an incremental mindset believe that ability is malleable and can be improved with effort. Prior…
Descriptors: Intervention, Cognitive Structures, Programming, Learning Activities
