{"title":"描述性与评价性反馈顺序对某数理专业中学学生学习效果的行动研究","authors":"Hooi Ling Chua, Sheau Huey Lee, Gavin W. Fulmer","doi":"10.1186/S41029-017-0015-Y","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/S41029-017-0015-Y","citationCount":"6","resultStr":"{\"title\":\"Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school\",\"authors\":\"Hooi Ling Chua, Sheau Huey Lee, Gavin W. Fulmer\",\"doi\":\"10.1186/S41029-017-0015-Y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":32304,\"journal\":{\"name\":\"AsiaPacific Science Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2017-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1186/S41029-017-0015-Y\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"AsiaPacific Science Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1186/S41029-017-0015-Y\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"AsiaPacific Science Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1186/S41029-017-0015-Y","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school