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Browsing AUT Faculties by Author "Evans, T"

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    • Enhancing Generic Thinking Skills of Tertiary STEM Students through Puzzle-based Learning 

      Klymchuk, S; Thomas, M; Gulyaev, S; Evans, T (Ako Aotearoa, 2017)
      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 ...
    • Evaluating the Impact of Puzzle-based Learning on Creativity, Engagement and Intuition of STEM Tertiary Students 

      Klymchuk, S; Evans, T; Murphy, P; Novak, J; Stephens, J; Thomas, M (Australasian Association for Engineering Education (AAEE), 2020)
      CONTEXT In recent years, some universities in Australia, Europe and the USA, have introduced formal academic courses or seminars for their first-year STEM students based on a Puzzle-Based Learning (PzBL) pedagogical ...
    • Non-routine Mathematical Problem-Solving: Creativity, Engagement, and Intuition of STEM Tertiary Students 

      Evans, T; Klymchuk, S; Murphy, P; Novak, J; Stephens, J; Thomas, M (2021)
      This study set out to evaluate an intervention that introduced a period of non-routine problem-solving into tertiary STEM lectures at four tertiary institutions in New Zealand for 683 students. The aim was twofold: to ...
    • Puzzle-based Learning in University Mathematics: Students’ Perspectives 

      Evans, T; Klymchuk, S; Thomas, M (International Group for the Psychology of Mathematics Education (PME), 2018)
      In this talk, we present an overview of a project aimed at integrating puzzles, paradoxes, sophisms and provocations (later for convenience called just ‘puzzles’) into university mathematics courses during traditional ...
    • University STEM Students’ Perceptions of Creativity in Non-routine Problem-Solving 

      Murphy, PEL; Evans, T; Klymchuk, S; Novak, J; Stephens, J; Thomas, M (ANZIAM, 2020)
      The primary purpose of this study is to investigate students' perceptions about the characteristics of creativity and engagement in solving non-routine problems. It involved 64 science, technology, engineering, and mathematics ...

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