Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/40728
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dc.contributor國立臺灣師範大學教育心理與輔導學系zh_tw
dc.contributor.authorChang,K. E.en_US
dc.contributor.authorWu, L. J.en_US
dc.contributor.authorWeng, S. E.en_US
dc.contributor.authorSung, Y. T.en_US
dc.date.accessioned2014-12-02T06:38:48Z-
dc.date.available2014-12-02T06:38:48Z-
dc.date.issued2012-02-01zh_TW
dc.identifierntnulib_tp_A0201_01_061zh_TW
dc.identifier.issn0360-1315zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/40728-
dc.description.abstractA problem-posing system is developed with four phases including posing problem, planning, solving problem, and looking back, in which the “solving problem” phase is implemented by game-scenarios. The system supports elementary students in the process of problem-posing, allowing them to fully engage in mathematical activities. In total, 92 fifth graders from four different classes were recruited. The experimental group used the problem-posing system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the problem-posing system on students’ problem-posing ability, problem-solving ability, and flow experiences. The results revealed more flow experiences, and higher problem-solving and problem-posing abilities in the experimental group.en_US
dc.description.urihttp://www.sciencedirect.com/science/article/pii/S0360131511002466/pdfft?md5=7a831704ffdc265dc5b1a77fb9800f2d&pid=1-s2.0-S0360131511002466-main.pdfzh_TW
dc.languageen_USzh_TW
dc.publisherELSEVIERen_US
dc.relationComputers and Education, 58(2), 775-786.en_US
dc.relation.urihttp://dx.doi.org/10.1016/j.compedu.2011.10.002zh_TW
dc.subject.otherInteractive learning environmentsen_US
dc.subject.otherElementary educationen_US
dc.subject.otherTeaching/learning strategiesen_US
dc.subject.otherApplications in subject areasen_US
dc.titleEmbedding game-based problem-solving phase into problem-posing system for mathematics learningen_US
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