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  1. Erroneous answers in multiple-answer problems not only make the correct answer harder to determine but also indicate why the correct choice is suitable and the erroneous one a mistake when compared to the corr...

    Authors: Noriyuki Matsuda, Hisashi Ogawa, Tsukasa Hirashima and Hirokazu Taki

    Citation: Research and Practice in Technology Enhanced Learning 2015 10:6

    Content type: Research

    Published on:

  2. Exercises with well-designed similar problem sets are effective in classrooms. In this case, teachers design similar problem sets related to the educational effects they have targeted. However, to design these...

    Authors: Yasuhiro Noguchi, Satoru Kogure, Tatsuhiro Konishi and Yukihiro Itoh

    Citation: Research and Practice in Technology Enhanced Learning 2015 10:4

    Content type: Research

    Published on:

  3. In science education, conventional problem practice hardly helps students reach “conceptual understanding” with which they can solve various problems by making appropriate models of target systems. Students of...

    Authors: Tomoya Horiguchi, Takahito Tomoto and Tsukasa Hirashima

    Citation: Research and Practice in Technology Enhanced Learning 2015 10:2

    Content type: Research

    Published on:

  4. When using mathematics to solve problems in everyday life, problem solvers must recognize and formulate problems by themselves because structured problems are not provided. Therefore, in general education, fos...

    Authors: Kazuaki Kojima, Kazuhisa Miwa and Tatsunori Matsui

    Citation: Research and Practice in Technology Enhanced Learning 2015 10:1

    Content type: Research

    Published on:

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