The intrinsic-motivation course design method
暂无分享,去创建一个
[1] Michael J. Prince,et al. Does Active Learning Work? A Review of the Research , 2004 .
[2] Geoffrey L. Herman. Teaching signal processing according to what your students know , 2011, 2011 Digital Signal Processing and Signal Processing Education Meeting (DSP/SPE).
[3] Jay McTighe,et al. Understanding by Design, Expanded 2nd Edition , 2005 .
[4] Teresa M. Amabile,et al. The Power of Small Wins , 2011 .
[5] Geoffrey L. Herman. Designing contributing student pedagogies to promote students' intrinsic motivation to learn , 2012, Comput. Sci. Educ..
[6] Karl A. Smith,et al. Aligning Course Content, Assessment, and Delivery: Creating a Context for Outcome-Based Education , 2012 .
[7] Adrianna Kezar,et al. How Colleges Change: Understanding, Leading, and Enacting Change , 2013 .
[8] Rebecca Brent,et al. Designing and Teaching Courses to Satisfy the ABET Engineering Criteria , 2003 .
[9] E. Deci,et al. Motivation underlying career choice for internal medicine and surgery. , 1997, Social science & medicine.
[10] David F. Channell. Pasteur's Quadrant: Basic Science and Technological Innovation , 1999 .
[11] Jonathan Stolk,et al. Student motivations as predictors of high-level cognitions in project-based classrooms , 2014 .
[12] Michael C. Loui,et al. AC2012-4637: IDENTIFYINGTHECORECONCEPTUALFRAMEWORK OF DIGITAL LOGIC , 2012 .
[13] Chris S. Hulleman,et al. Measuring cost: The forgotten component of expectancy-value theory , 2015 .
[14] Roger Hadgraft,et al. Engineering Education and the Development of Expertise , 2011 .
[15] Craig Ogilvie,et al. Changes in Students' Problem-Solving Strategies in a Course that Includes Context-Rich, Multifaceted Problems. , 2009 .
[16] Brett D. Jones. Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. , 2009 .
[17] R. Vallerand,et al. On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS) , 2000 .
[18] E. Deci,et al. Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. , 2010 .
[19] J. Reeve. Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive , 2009 .
[20] Brett D. Jones,et al. The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses , 2013 .
[21] Cynthia J. Finelli,et al. The teaching circle for large engineering courses: Clearing the activation barrier , 2013 .
[22] Vicki Sheri Towne. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses , 2015 .
[23] Rebecca Brent,et al. Engineering Instructional Development: Programs, Best Practices, and Recommendations , 2011 .
[24] Kathleen Taylor,et al. Developing Adult Learners: Strategies for Teachers and Trainers. First Edition. The Jossey-Bass Higher and Adult Education Series. , 2000 .
[25] David E. Goldberg,et al. Fostering motivation as a class objective in a large engineering class for second-year students: a narrative approach , 2014 .
[26] David E. Goldberg,et al. Creating Scalable Reform in Engineering Education Through Low-Cost In- trinsic Motivation Course Conversions of Engineering Courses , 2013 .
[27] Judith S. Zawojewski,et al. Multidimensional Tool For Assessing Student Team Solutions To Model Eliciting Activities , 2009 .
[28] Heather Leary,et al. A Problem Based Learning Meta Analysis: Differences across Problem Types, Implementation Types, Disciplines, and Assessment Levels. , 2009 .
[29] Annemarie S. Palincsar,et al. Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning , 1991 .
[30] D. Butler. Translational research: Crossing the valley of death , 2008, Nature.
[31] R. Hake. Interactive-engagement vs Traditional Methods in Mechanics Instruction* , 1998 .
[32] P. Pintrich,et al. Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change , 1993 .
[33] Amy L. Spawr. Drive: the surprising truth about what motivates us, Pink, D.H. (2009). New York, NY (pp. 1–242) , 2012 .
[34] E. Deci,et al. The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective , 2000 .
[35] S. Brownell,et al. Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity? , 2012, CBE life sciences education.
[36] Benjamin S. Bloom,et al. Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .
[37] Anette Kolmos,et al. Characteristics of Problem-Based Learning , 2003 .
[38] Heidi A. Diefes-Dux,et al. Impact Of Feedback And Revision On Student Team Solutions To Model Eliciting Activities , 2008 .
[39] Gale M. Sinatra,et al. The "Warming Trend" in Conceptual Change Research: The Legacy of Paul R. Pintrich , 2005 .
[40] C. Henderson,et al. Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature , 2011 .
[41] E. Deci,et al. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.
[42] Edmund J. Hansen,et al. Idea-Based Learning: A Course Design Process to Promote Conceptual Understanding , 2011 .
[43] Shanna R. Daly,et al. Factors that influence faculty motivation of effective teaching practices in engineering , 2013 .
[44] J. Brophy. Motivating Students To Learn , 1987 .