science teaching
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Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
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Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
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Fund, Z. (2007)
The effects of scaffolded computerized science problem-solving on achievement outcomes: A comparative study of support programs. Journal of Computer Assisted Learning, 23, 410-424
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Fund, Z. (2007)
The effects of scaffolded computerized science problem-solving on achievement outcomes: A comparative study of support programs. Journal of Computer Assisted Learning, 23, 410-424
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Fund, Z. (2005)
Computerized science problem solving and cognitive support: effects on achievement outcomes. In Z. C. Zacharia & C. P. Constantinou (Eds.). Computer Based Learning in Science, conference proceedings 2005, Integrating new technologies in science and education (pp. 307-317). University of Zilina, Slovakia.
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Fund, Z. (2005)
Computerized science problem solving and cognitive support: effects on achievement outcomes. In Z. C. Zacharia & C. P. Constantinou (Eds.). Computer Based Learning in Science, conference proceedings 2005, Integrating new technologies in science and education (pp. 307-317). University of Zilina, Slovakia.
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Fund, Z. (2003)
How to evaluate science problem solving in a computerized learning environment? Construction of an analyzing scheme. In C. P. Constantinou & Z. C. Zacharia (Eds.). Computer Based Learning in Science, conference proceedings 2003, Vol 1 (pp 737-745). Nicosia : University of Cyprus
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Fund, Z. (2003)
How to evaluate science problem solving in a computerized learning environment? Construction of an analyzing scheme. In C. P. Constantinou & Z. C. Zacharia (Eds.). Computer Based Learning in Science, conference proceedings 2003, Vol 1 (pp 737-745). Nicosia : University of Cyprus
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Fund, Z. (2002)
Cognitive support in computerized science problem solving: Eliciting external representation and improving search strategies. In P. Brna, M. Baker, K. Stenning, & A. Tiberghien (Eds.), The Role of Communication in Learning to Model (pp. 127-154). NJ: Lawrence Erlbaum.
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Fund, Z. (2002)
Cognitive support in computerized science problem solving: Eliciting external representation and improving search strategies. In P. Brna, M. Baker, K. Stenning, & A. Tiberghien (Eds.), The Role of Communication in Learning to Model (pp. 127-154). NJ: Lawrence Erlbaum.
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Fund, Z. (1999)
Models of Written Communication as a Cognitive Support for Computerized Science Problem Solving. In P. Brna, M. Baker, & K. Stenning (Eds.), C-LEMMAS, Roles of Communicative Interaction in Learning to Model in Mathematics and Science. Computer Based Learning Unit, University of Leeds. -
Fund, Z. (1999)
Models of Written Communication as a Cognitive Support for Computerized Science Problem Solving. In P. Brna, M. Baker, & K. Stenning (Eds.), C-LEMMAS, Roles of Communicative Interaction in Learning to Model in Mathematics and Science. Computer Based Learning Unit, University of Leeds.