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Problem definition as a stimulus to the creative process: analysis of a classroom exercise
Problem definition as a stimulus to the creative process: analysis of a classroom exercise
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Problem definition as a stimulus to the creative process: analysis of a classroom exercise

Vizioli, Renato ; Kaminski, Paulo Carlos

Journal of Technology and Science Education, 2017, Vol.7 (3), p.274-290 [Periódico revisado por pares]

Journal of Technology and Science Education

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2
Strategies of Collaborative Work in the Classroom Through the Design of Video Games
Strategies of Collaborative Work in the Classroom Through the Design of Video Games
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Strategies of Collaborative Work in the Classroom Through the Design of Video Games

Muñoz, Juan Manuel ; Rubio García, Sebastián ; Cruz Pichardo, Ivanovna M.

Digital education review, 2015-06 (27), p.69-84 [Periódico revisado por pares]

Barcelona: Universitat de Barcelona

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3
The Effects of Images on Multiple-choice Questions in Computer-based Formative Assessment
The Effects of Images on Multiple-choice Questions in Computer-based Formative Assessment
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The Effects of Images on Multiple-choice Questions in Computer-based Formative Assessment

Martín-SanJosé, Juan-Fernando ; Juan Lizandra, María Carmen ; Vivó, Roberto ; Abad, Francisco

Digital education review, 2015-12 (28), p.123-144 [Periódico revisado por pares]

Barcelona: Universitat de Barcelona

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4
Using the IGCRA (Individual, Group, Classroom Reflective Action) technique to enhance teaching and learning in large accountancy classes
Using the IGCRA (Individual, Group, Classroom Reflective Action) technique to enhance teaching and learning in large accountancy classes
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Using the IGCRA (Individual, Group, Classroom Reflective Action) technique to enhance teaching and learning in large accountancy classes

Poyatos, Cristina ; Muurlink, Olav ; Ng, Chew

Journal of Technology and Science Education, 2011, Vol.1 (1), p.24-37 [Periódico revisado por pares]

Journal of Technology and Science Education

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5
Lessons learned from the implementation and assessment of student-centered methodologies
Lessons learned from the implementation and assessment of student-centered methodologies
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Lessons learned from the implementation and assessment of student-centered methodologies

Maria Teresa, Oliver Hoyo

Journal of Technology and Science Education, 2011, Vol.1 (1), p.2-11 [Periódico revisado por pares]

Journal of Technology and Science Education

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