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Warren Merkel. (2022) Simple, Yet Complex: Pre-Service Teachers’ Conceptions of Plagiarism at a Norwegian University. Scandinavian Journal of Educational Research 66:6, pages 923-935.
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Rosmiati Rosmiati, Liliasari Liliasari, Bayong Tjasyono, Taufik Ramlan Ramalis & Muhammad Satriawan. (2020) Measuring level of reflective thinking of physics pre-service teachers using effective essay argumentation. Reflective Practice 21:4, pages 565-586.
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Articles from other publishers (16)
Amgad Ali Seif. (2023) Use of logic for improving the higher-order thinking skills of student teachers. European Journal of Interactive Multimedia and Education 4:2, pages e02304.
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Mladen Raković, Sehrish Iqbal, Tongguang Li, Yizhou Fan, Shaveen Singh, Surya Surendrannair, Jonathan Kilgour, Joep van der Graaf, Lyn Lim, Inge Molenaar, Maria Bannert, Johanna Moore & Dragan Gašević. (2022) Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi‐text writing task. Journal of Computer Assisted Learning 39:3, pages 703-718.
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María Luna, Ruth Villalón, Isabel Martínez-Álvarez & Mar Mateos. (2022) Online interventions to help college students to improve the degree of integration of their argumentative synthesis. Reading and Writing 36:4, pages 937-963.
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Sehrish Iqbal, Mladen Rakovic, Guanliang Chen, Tongguang Li, Rafael Ferreira Mello, Yizhou Fan, Giuseppe Fiorentino, Naif Radi Aljohani & Dragan Gasevic. (2023) Towards Automated Analysis of Rhetorical Categories in Students Essay Writings using Bloom’s Taxonomy. Towards Automated Analysis of Rhetorical Categories in Students Essay Writings using Bloom’s Taxonomy.
Kim N. Blankendaal-Tran, Ralph F. G. Meulenbroeks & Wouter R. van Joolingen. (2023) Digital Research Skills in Secondary Science Education: A Guiding Framework and University Teachers’ Perception. European Journal of STEM Education 8:1, pages 03.
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Miika Marttunen & Carita Kiili. (2022) Supporting university students’ argumentative source-based writing. Written Language & Literacy Written Language and Literacy 25:2, pages 228-252.
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Christian Tarchi, Ruth Villalón & Elena Lamanda. (2022) Investigating the effect of actively-openminded thinking on source-based writing: A randomized control trial. Thinking Skills and Creativity 46, pages 101128.
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Katri Kleemola, Heidi Hyytinen & Auli Toom. (2022) The Challenge of Position-Taking in Novice Higher Education Students’ Argumentative Writing. Frontiers in Education 7.
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Mladen Rakovic, Yizhou Fan, Joep van der Graaf, Shaveen Singh, Jonathan Kilgour, Lyn Lim, Johanna Moore, Maria Bannert, Inge Molenaar & Dragan Gasevic. (2022) Using Learner Trace Data to Understand Metacognitive Processes in Writing from Multiple Sources. Using Learner Trace Data to Understand Metacognitive Processes in Writing from Multiple Sources.
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Subeom Kwak. (2020) “Can You Recommend a Good Lecturer for a Beginner?”: Korean Students’
Perceptions of the College Admission Essay Test. Lanaguage Research 56:3, pages 359-381.
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Heidi Hyytinen, Auli Toom & Richard J. Shavelson. 2019. Redefining Scientific Thinking for Higher Education. Redefining Scientific Thinking for Higher Education
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Heidi Hyytinen, Auli Toom & Liisa Postareff. (2018) Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students. Learning and Individual Differences 67, pages 132-142.
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Erika Löfström, Elisa Huotari & Pauliina Kupila. (2017) Conceptions of Plagiarism and Problems in Academic Writing in a Changing Landscape of External Regulation. Journal of Academic Ethics 15:3, pages 277-292.
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Saara Repo, Taina Lehtinen, Erja Rusanen & Heidi Hyytinen. (2017) Prior education of Open University students contributes to their capability in critical thinking. Journal of Adult and Continuing Education 23:1, pages 61-77.
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