Christian Spannagel
Biographic Data
| ID | 9256607 |
|---|---|
| NAME | Christian Spannagel |
| GIVEN NAMES | Christian |
| FAMILY NAME | Spannagel |
| SIGNATURE | SPANNAGEL C |
| AFFILIATIONS | University of Education, Winneba |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Fail, flip, fix, feed
Background Flipped classrooms and productive failure foster active learning by reversing the traditional sequence of instruction and problem-solving. Despite strong evidence for each approach in secondary mathematics, their combined implementation remains untested. Aims Building on a previous framework (fail, flip, fix, feed), this study evaluates two variants that differ in whether collaboration occurred during problem solving or instruction, as…
Marrying Content and Process in Computer Science Education
Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be taught at every intellectual level, that will stay relevant in the longer term, and that are related to …
No prominent works on this page.
Marrying Content and Process in Computer Science Education
Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be taught at every intellectual level, that will stay relevant in the longer term, and that are related to …
Fail, flip, fix, feed
Background Flipped classrooms and productive failure foster active learning by reversing the traditional sequence of instruction and problem-solving. Despite strong evidence for each approach in secondary mathematics, their combined implementation remains untested. Aims Building on a previous framework (fail, flip, fix, feed), this study evaluates two variants that differ in whether collaboration occurred during problem solving or instruction, as…
Computer Science (1 work) · Content (measure theory) (1 work) · Curriculum (1 work) · Experimental Learning in Engineering (1 work) · Innovative Teaching Methods (1 work) · Learning design (1 work) · Mathematics (1 work) · Mathematics education (1 work) · Mathematics Education and Teaching Techniques (1 work) · Pedagogy (1 work)