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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 Non-routine Mathematical Problem-Solving: Creativity, Engagement, and Intuition of STEM Tertiary Students Evans, T; Klymchuk, S; Murphy, P. - 2021 BASE Show details 2 Evaluating the Impact of Puzzle-based Learning on Creativity, Engagement and Intuition of STEM Tertiary Students Klymchuk, S; Evans, T; Murphy, P. - : Australasian Association for Engineering Education (AAEE), 2020 BASE Show details 3 Modality and Injunctive in Homeric Greek: The role of epistemic particles and adverbs in counterfactual constructions Bartolotta, A. - : Societas Scientiarum Fennica - The Finnish Society of Sciences and Letters, 2020. : country:FI, 2020. : place:Vaasa, 2020 BASE Show details 4 Enhancing Generic Thinking Skills of Tertiary STEM Students through Puzzle-based Learning Klymchuk, S; Thomas, M; Gulyaev, S; Evans, T. - : Ako Aotearoa, 2017 Abstract: Executive Summary The aim of the project was to evaluate the impact of the regular use of puzzles, paradoxes and sophisms (PPS) as a pedagogical strategy for enhancing generic thinking skills of tertiary STEM students’. A significant number of tertiary STEM students drop out from their study during the first-year not because the courses are too difficult but because, in their words, they ‘are too dry and boring’. There are even such terms as emotional disengagement and academic disinterest. The intention of using PPS in teaching/learning is to engage students' emotions, creativity and curiosity and also enhance their critical thinking skills and lateral thinking “outside the box”. The theoretical considerations of the project were based on the Puzzle-Based Learning (Michalewicz & Michalewicz, 2008) concept that has become increasingly popular worldwide. The impact of the suggested pedagogical strategy was evaluated via comprehensive questionnaires, interviews and class observations involving 137 STEM students from four groups at AUT and the University of Auckland. The vast majority of the participants reported that the regular use of PPS helped them to enhance their problem-solving (91%) and generic thinking skills (92%). Apart from improving those skills, 82% of the participants commented on other various benefits from using this pedagogical strategy. After analysing the observed overwhelming positive students’ attitudes we suggest that there is a need for further and more rigorous investigation of the suggested pedagogical strategy. URL: http://hdl.handle.net/10292/12310 BASE Hide details 5 Observation of $Z$ production in proton-lead collisions at LHCb Aaij, R.; Adeva, B.; Adinolfi, M.. - 2014 BASE Show details 6 Observation of $Z$ production in proton-lead collisions at LHCb collaboration, L; Aaij, R; Adeva, B... In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; ArXiv (http://arxiv.org/) (2014) BASE Show details 7 Book review : Lexicographical Latin Evans, T. V. - : Cambridge University Press, 2012 BASE Show details 8 The Language of the Papyri Evans, T. V; Obbink, D. D. - : Oxford, 2010. : New York : Oxford University Press, 2010 BASE Show details 9 The Potential of linguistic criteria for dating Septuagint books Evans, T. V. - : Eisenbrauns, 2010 BASE Show details 10 Notes and discussions : The Last of the optatives Evans, T. V. - : University of Chicago Press, 2003 BASE Show details 11 Hen gwndidau, carolau, a chywyddau : being sermons in song in the Gwentian dialect / Hopkin-James, Lemuel John.; Evans, T. C. (Thomas Christopher), 1846-1918.. - : Bangor : Jarvis & Foster, 1910 BASE Show details

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