Is a concept mapping with errors useful to evaluate learning outcomes?: a study on declarative knowledge and reading strategy using eye-tracking (2014)
- Authors:
- Autor USP: CORREIA, PAULO ROGÉRIO MIRANDA - EACH
- Unidade: EACH
- Subjects: MAPAS CONCEITUAIS; ENSINO E APRENDIZAGEM
- Language: Inglês
- Imprenta:
- Publisher: Escola de Artes, Ciências e Humanidades
- Publisher place: São Paulo
- Date published: 2014
- Source:
- Título do periódico: Concept Mapping to Learn and Innovate
- Conference titles: International Conference on Concept Mapping - CMC
-
ABNT
AGUIAR, Joana Guilares de e CORREIA, Paulo Rogério Miranda. Is a concept mapping with errors useful to evaluate learning outcomes?: a study on declarative knowledge and reading strategy using eye-tracking. 2014, Anais.. São Paulo: Escola de Artes, Ciências e Humanidades, 2014. . Acesso em: 19 abr. 2024. -
APA
Aguiar, J. G. de, & Correia, P. R. M. (2014). Is a concept mapping with errors useful to evaluate learning outcomes?: a study on declarative knowledge and reading strategy using eye-tracking. In Concept Mapping to Learn and Innovate. São Paulo: Escola de Artes, Ciências e Humanidades. -
NLM
Aguiar JG de, Correia PRM. Is a concept mapping with errors useful to evaluate learning outcomes?: a study on declarative knowledge and reading strategy using eye-tracking. Concept Mapping to Learn and Innovate. 2014 ;[citado 2024 abr. 19 ] -
Vancouver
Aguiar JG de, Correia PRM. Is a concept mapping with errors useful to evaluate learning outcomes?: a study on declarative knowledge and reading strategy using eye-tracking. Concept Mapping to Learn and Innovate. 2014 ;[citado 2024 abr. 19 ] - Determinação simultânea de Manganês/Selênio e Cobre/Zinco em soro sanguíneo por espectrometria de absorção atômica com atomização eletrotérmica
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- Avaliação da proficiência em mapeamento conceitual a partir da análise estrutural da rede proposicional
- Compulsory concept as instructional strategy to identify limited or inappropriate propositional hierarchies in concept maps
- Mapeamento conceitual para a gestão de conhecimento: da sala de aula aos grupos de pesquisa
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