Titlebook: ;

棲息地

organic-matrix

,Ph?nomenologie des Ausnahmezustands,t would happen, it is given a probability of zero. If it is . that a particular event would happen, it is given a probability of one. The probabilities of other events (expressed as fractions or decimals) lie between zero and one.

強行引入

https://doi.org/10.1007/978-3-319-08464-0of vocabulary or culture. There are no “tricks.” The problems just require a focused mind that is able to ask the appropriate “What if” questions and then follow the line of reasoning to the only result that makes . sense.

古董

Intend

Getting Started in exploring this paradigm further is: . Given our engagement with teaching Puzzle-based Learning in a range of settings and to a range of audiences, in this chapter we discuss how an instructor could start teaching Puzzle-based Learning and also how to initiate students to such course.

Condescending

Icebreakers our experience, we have taught this course to as many as 300 and as few as 10. Irrespective of the size of the class, it is important that students are active rather than passive. The goal of the teacher should be to get students to use their System 2 thought process as much as possible. Students s

疏遠(yuǎn)天際

Effective Teaching Approachesended fashion, and making it work in a classroom environment. Many courses reward students for sitting quietly and, when prompted, answering a set of well-defined questions with rehearsed answers built from what their teacher has said. When we describe an effective teaching approach to support Puzzl

交響樂

Understand the Problem solve the right problem. When approaching puzzles, some people feel overwhelmed because they can’t even start on a path to a solution. We show you in this chapter that with some preparation and practice, most people will be able to make a good start on even the most (initially) overwhelming puzzles

老巫婆

Anthrp