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A Framework for Designing Scaffolds That Improve Motivation and Cognition
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Taylor & Francis
2013
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3827669/ https://www.ncbi.nlm.nih.gov/pubmed/24273351 http://dx.doi.org/10.1080/00461520.2013.838920 |