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Aleksandar Baucal Dragica Pavlović Babić Smiljana Jošić 《European Journal of Psychology of Education - EJPE》2018,33(3):467-487
Why do students give incorrect answers in PISA? What are the reasons for giving incorrect answers? Do all incorrect answers reflect only the lack of competence or might even a competent child make a mistake? The aim of this article is to contribute to a better understanding of these issues. In the current investigation, we selected six students who responded incorrectly to one PISA question in mathematics or science when they solved it individually. Then, we analyzed their understanding of the PISA task and their reasoning about it through a dialogical problem solving in triads to identify why they made an incorrect answer. Moreover, we tried to determine how the shared peer interaction might change the understanding and reasoning of the child and enable her/him to solve the task. The results of this study illustrate the differences between incorrect answers reflecting lack of competence and those incorrect answers, which appear for some other reasons. Based on the dialogical problem solving approach, we analyzed these two types of incorrect answers and the reasoning trajectories behind them. 相似文献
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This commentary supplements the work of a creative practice research project that generates new ways of thinking about innovation and entrepreneurial processes. Our creative method, underwritten by the logic of sensation and presented in film format, operates as an alternative form of research in these fields, where results are normally conveyed in book or journal paper. Film-based research has developed distinctive qualitative, empirical and theoretical vocabularies that can expand the nature and range of evidence, argument and expression across the broad range of innovation and entrepreneurship studies. 600 Mills, the film that accompanies this paper, is available at https://doi.org/10.1080/08109028.2017.1336011. 相似文献
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