代写论文价格－主动学习。主动学习的结果是吸引了全体教师的强烈倡导，以确定一些替代传统教学方法的方法。对于许多学院来说，在什么可以被认为是主动学习，以及它如何被认为不同于传统的工程教育的背景下存在一个潜在的疑问(Zhong et al.， 2013)。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)。他们需要在被彻底引导后自己起草结论，他们需要仔细思考建模思维的过程。接下来论文范文代写论文价格－主动学习分享给留学生阅读。
Active learning has resulted in the attraction of strong advocates across faculty members for identifying a number of alternatives to traditional methods of teaching. For a number of faculties, there is an underlying doubt in context with what can be considered as active learning and how it can be considered different from traditional education in engineering (Zhong et al., 2013). This is because the students already have active involvement in laboratories and homework assignments. In addition to the confusion, faculty of engineering does 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 they need to think carefully for modeling the processes of thinking.
The approach of flipped classroom tends to be such that it values the establishment of skills related to critical thinking. The key underlying belief is that the educators should consider how there is critical learning and self- awareness indulged by the students (McLaughlin et al., 2014). Critical thinking was defined by Dewey (1902). He stated that it is the careful, persistent and active consideration of supposed form or a belief of knowledge taking into consideration the grounds for supporting it and obtaining appropriate conclusions. This definition by Dewey highlights the recommended skills of higher order thinking depicted by Bloom wherein the key lies in synthesizing and analyzing knowledge (Milman, 2012). Another essential perspective highlighted in the definition is considering the notion that the learner should consider for becoming a reflective, well- rounded and deep thinker (Milman, 2012). In the end, the Community of Critical Thinking, an organization based on web dedicated for the development of analytical skills to advance in the society, states that a fundamental base of knowledge is required in critical thinking. This knowledge across a specific focus can help each learner to obtain a reflective and reasonable learning style. This further provides the students the ability of obtaining continuity in learning with the maximum scope (Flumerfelt and Green, 2013).
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