Clickers can promote fact retention but impede conceptual understanding: The effect of the interaction between clicker use and pedagogy on learning

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• 来源
  《Computers & education》 |2017年第8期|44-59|共16页
• 作者

  Shapiro Amy M.; Sims-Knight Judith; ORielly Grant V.; Capaldo Paul; Pedlow Teal; Gordon Leamarie; Monteiro Kristina;

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• 作者单位

  UMass Dartmouth, Dept Psychol, N Dartmouth, MA 02747 USA;

  UMass Dartmouth, Dept Psychol, N Dartmouth, MA 02747 USA;

  UMass Dartmouth, Dept Phys, N Dartmouth, MA USA;

  UMass Dartmouth, Dept Biol, N Dartmouth, MA USA;

  UMass Dartmouth, Dept Psychol, N Dartmouth, MA 02747 USA;

  UMass Dartmouth, Dept Psychol, N Dartmouth, MA 02747 USA|Assumption Coll, Dept Psychol, 500 Salisbury St, Worcester, MA 01609 USA;

  UMass Dartmouth, Dept Psychol, N Dartmouth, MA 02747 USA|Brown Univ, Warren Alpert Med Sch, Providence, RI 02912 USA;

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• 正文语种 eng
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