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Advancing Cognitively Demanding Tasks in Undergraduate Classrooms: Using Graduate Student Discussion Groups the Task Analysis Guide in Science (TAGS) as Leverage

机译：促进本科教室中的认知苛刻的任务：使用研究生讨论组和科学（标签）的任务分析指南作为杠杆

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Eve A. Humphrey; Andrew C. Merwin; Miray Tekkumru-Kisa;
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年度 2020
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1. Advancing Cognitively Demanding Tasks in Undergraduate Classrooms: Using Graduate Student Discussion Groups & the Task Analysis Guide in Science (TAGS) as Leverage [J] . The American Biology Teacher: Journal of the National Association of Biology Teachers . 2020,第1期

机译：推进本科教室中的认知要求苛刻的任务：使用研究生讨论组和科学任务分析指南（标签）作为杠杆
2. Professional development in statistics, technology, and cognitively demanding tasks: classroom implementation and obstacles [J] . Gregory D. Foley, Heba Bakr Khoshaim, Maha Alsaeed, International Journal of Mathematical Education in Science and Technology . 2012,第2期

机译：统计，技术和认知要求较高的任务的专业发展：课堂实施和障碍
3. Translating Expertise Into Effective Instruction: The Impacts of Cognitive Task Analysis (CTA) on Lab Report Quality and Student Retention in the Biological Sciences [J] . David F. Feldon, rnBriana Crotwell Timmerman, rnKirk A. Stowe, Journal of research in science teaching . 2010,第10期

机译：将专业知识转化为有效的指导：认知任务分析（CTA）对生物科学中实验室报告质量和学生保留率的影响
4. CLASSIFYING WEB-BASED DISCUSSION FORUM TASKS AND LEARNING OUTCOMES OF UNDERGRADUATE INFORMATION SCIENCE STUDENTS [C] . Kausalai Wijekumar, Brian Cameron ASEE Annual Conference Exposition . 2007

机译：分类基于网络的讨论论坛任务以及本科信息科学学生的学习结果
5. Teacher Challenges in Implementing Cognitively Demanding Tasks in the Mathematics and Science Classrooms. [D] . Monarrez, Angelica Monarrez. 2017

机译：在数学和科学课堂中，教师在执行认知性要求很高的任务时面临的挑战。
6. Evaluation of denoising strategies for task‐based functional connectivity: Equalizing residual motion artifacts between rest and cognitively demanding tasks [O] . Daniele Mascali, Marta Moraschi, Mauro DiNuzzo, 2021

机译：基于任务的功能连通性的去噪策略评估：静置与认知要求的残余运动伪像
7. Module 1: A proposal for exploratory research into classroom situated task repetition, Module 2: An exploratory research study into classroom-based task repetition and Module 3: A classroom-based, mixed methods study into the influence of transcribing, reporting, and task repetition: how do they impact in-class student spoken task performances [O] . Moser Jason 2012

机译：第1单元：关于课堂位置任务重复的探索性研究的提议，第2单元：基于课堂的任务重复的探索性研究和第3单元：基于课堂的混合方法研究转录，报告和任务重复的影响：它们如何影响课堂学生的口语任务表现
8. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource [R] . Strauss, Jeff, Shope, Richard E., III, Terebey, Susan 2005

机译：科学传播与科学教育：研究生科学家作为K-12课堂资源

Advancing Cognitively Demanding Tasks in Undergraduate Classrooms: Using Graduate Student Discussion Groups the Task Analysis Guide in Science (TAGS) as Leverage

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