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Employing Socratic Pedagogy To Improve Engineering Students’ Critical Reasoning Skills: Teaching By Asking Instead Of By Telling

机译：聘请Socratic Pedagogy改善工程学生的关键推理技能：通过询问而不是讲述

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Michael Golanbari; Rick Garlikov;
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1. The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students [J] . Eugenia Arazo Boa, Amornrat Wattanatorn, Kanchit Tagong Kasetsart Journal of Social Sciences . 2018,第1期

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2. Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students [J] . Antonia Blanié, Michel-Ange Amorim, Dan Benhamou BMC Medical Education . 2020,第1期

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3. To Improve Presentation Skills of the Engineering students through a Vis-à-vis Evaluation Approach - A Pedagogical Experiment [J] . Jayanti Shinge, Sanjay Kotabagi Procedia Computer Science . 2020,第5期

机译：通过Vis-in-Vis评估方法改善工程学生的演示技巧 - 一种教学实验
4. EMPLOYING SOCRATIC PEDAGOGY TO IMPROVE ENGINEERING STUDENTS' CRITICAL REASONING SKILLS: TEACHING BY ASKING INSTEAD OF BY TELLING [C] . Michael Golanbari, Rick Garlikov ASEE Annual Conference Exposition . 2008

机译：聘请Socratic Pedagogy改善工程学生的关键推理技能：通过询问而不是讲述
5. A correlational study between the critical thinking skills of nursing faculty and their perceived barriers to teaching critical thinking skills to nursing students [D] . Blondy, Laurie C. 2007

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6. Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students [O] . Antonia Blanié, Michel-Ange Amorim, Dan Benhamou 2020

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7. Numeracy Infusion Course for Higher Education (NICHE), 1: Teaching Faculty How to Improve Students' Quantitative Reasoning Skills through Cognitive Illusions [O] . Frank Wang, Esther I. Wilder 2015

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Employing Socratic Pedagogy To Improve Engineering Students’ Critical Reasoning Skills: Teaching By Asking Instead Of By Telling

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