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Apply Problem Posing and Answering Teaching Model within Learning Regular Sequence
PROCEEDINGS

, Department of Education, National Chengchi University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In light of what we do is what we cognize and realize, the Individual Cognition and Interpretation Framework (ICIF) will affect the individuals to engage posing and answering processes with individual’s knowledge and experience. The Problem Posing and Answering Teaching Model (PPATM) is the mechanisms for motivation fostering, comprehension expressing, conception modifying, and inspection legitimatizing of learners during posing and answering processes. We based on this model to formulate an assessment for learners to pose and answer the regular sequence problems in grid structures. Participants were 35 junior high school students (grade 8, 13~14 years old, 17 males, 18 females) with low achievement and ambition of individual learners mostly. A teaching scenario and evaluation have been done on problem posing and answering teaching model to explore the meta-learning and meta-teaching information beyond the main assessment objectives.

Citation

Chang, H.J. (2011). Apply Problem Posing and Answering Teaching Model within Learning Regular Sequence. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 581-586). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 1, 2020 from .