Fostering students' scientific literacy by reflective questioning: An identification, summarization, self-reflective questioning, and application (ISSA)-based flipped learning approach.
Shu-Chen ChengGwo-Jen HwangChih-Hung ChenPublished in: Educ. Inf. Technol. (2024)
Keyphrases
- learning process
- meaningful learning
- conceptual understanding
- undergraduate students
- cognitive load
- university students
- reflective learning
- computer programming
- learning algorithm
- high school
- information literacy
- learning scenarios
- science education
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- high school students
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- middle school students
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- secondary school
- learning outcomes
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- elementary school students
- java programming
- learning processes
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- conceptual change
- statistically significant
- educational environment
- young children
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- concept maps