Beyond deficit-based models of learners' cognition: Interpreting engineering students' difficulties with sense-making in terms of fine-grained epistemological and conceptual dynamics

Researchers have argued against deficit-based explanations of students' troubles with mathematical sense-making, pointing instead to factors such as epistemology: students' beliefs about knowledge and learning can hinder them from activating and integrating productive knowledge they have....

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Veröffentlicht in:	arXiv.org 2010-03
Hauptverfasser:	Gupta, Ayush, Elby, Andy
Format:	Artikel
Sprache:	eng
Schlagworte:	Cognition Engineering education Epistemology Formalism Hydrostatic pressure Mathematical analysis Physics - Physics Education Reasoning Seeds Students Teachers Trustworthiness
Online-Zugang:	Volltext
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