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Productive Failure to Promote Deeper Self-Directed Learning in Coding and Robotics Education

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Pubblicato in:Education Sciences vol. 15, no. 11 (2025), p. 1427-1446
Autore principale: van Zyl Sukie
Altri autori: Havenga Marietjie, Avrakotos-King Fotiene
Pubblicazione:
MDPI AG
Soggetti:
Johnson & Johnson
South Africa
Problem solving
Teaching
Pedagogy
Students
Failure
Computer science
Cognitive load
Preservice teachers
Cognition & reasoning
Robotics
Cooperative learning
Science education
Knowledge
Metacognition
Critical thinking
Independent study
Qualitative research
Competence
Influence of Technology
Active Learning
Learning Strategies
Learning Processes
Direct Instruction
Cognitive Processes
Computer Science Education
Learning Experience
Educational Technology
Interpersonal Relationship
Discussion (Teaching Technique)
Computer Oriented Programs
Coding
Educational Environment
Cognitive Ability
Introductory Courses
Learner Engagement
Educational Needs
Accesso online:Citation/Abstract
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