本文主要讲的是建立批判性思维的知识库，这是因为学生们已经积极参与实验和家庭作业。除了困惑之外，工程学院也不了解主动学习的基本层次是如何相互区别的，大多数工程学院也没有梳理教育文献寻找答案的倾向(Gilboy et al.， 2015)。他们需要自己起草结论，在彻底的指导和仔细的思考后，建模的思维过程。根据Bloom的分类法，引入知识可以看作是学习的底线。此外，引入知识是迈向批判性思维的第一步。本篇代写论文价格文章由英国论文通AssignmentPass辅导网整理，供大家参考阅读。
This is because the students already have active involvement in laboratories and homework assignments. In addition to the confusion, faculty of engineering do not have an understanding of how basic levels of active learning are different from one another and most faculties of engineering are not in inclination of combing the literature of education for answers (Gilboy et al., 2015). They need to draft conclusions by themselves, after being guided thoroughly and thinking carefully for modeling the processes of thinking.As per the Taxonomy by Bloom, introducing knowledge can be considered as the bottom line of learning. Also, introducing knowledge is the very first step to move towards the approach of critical thinking.
Within the approach of flipped knowledge, the initial stage in introducing knowledge comes by the content of media, when media is compared with a number of other students while seeking a number of alternate sources to achieve information (McDonald & Smith, 2013). Before the approach of flipped classroom had been developed, there were a number of methods for fostering stronger fundamentals regarding the knowledge of students. However, students in the current era are more saturated with media, and often show preference for the delivery of content by multimedia instead of a number of other (Stone, 2012).
When the same research was presented, it had been reported by the students that they were trying to find their own source to obtain information, looking up at topics related to class across the internet, while they studied via online based textbook (Stone, 2012). The key conclusion was that an environment rich of media can be considered as the new trend for environment, and hence, online media can be considered as the only best way for the introduction of students to a broader selection of sources and content. The approach of flipped classroom tends to advocate that students end up watching content videos before they attend the class, and this further results in a common fundamental base underlying information of content as the key point to begin with critical discussion (Enfield, 2013).