Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy

Volume: 26, Issue: 5, Pages: 569 - 582
Published: Aug 31, 2017
Abstract
Premised on Web 2.0 technology, the current study investigated the effect of facilitating critical thinking using the Collaborative Questioning, Reading, Answering, and Checking (C-QRAC) collaboration script on university students’ science reading literacy in flipped learning conditions. Participants were 85 Taiwanese university students recruited from two introductory educational psychology courses. Groups were formed by affinity grouping and...
Paper Details
Title
Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy
Published Date
Aug 31, 2017
Volume
26
Issue
5
Pages
569 - 582
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