MORALES, E. P. y SANTOS, R. M.(2018).
Metacognition and motivation relationship in a hybrid PBL approach. En
11th annual International Conference of Education, Research and Innovation (ICERI2018). (pp. 2490 - 2496). VALENCIA. IATED.
MORALES, E. P. y MATOS, M. N.(2018).
Use of a course blog for critical thinking skills enhancement in chemistry graduate students. En
New Perspectives in Science Education. (pp. 198 - 201). FLORENCIA. PIXEL.
MORALES, E. P.(2017).
Assessment of attitudinal components of teamwork in a hybrid PBL approach. En
10 th Annual International Conference of Education, Research and Innovation (ICERI 2017). (pp. 4296 - 4300). VALENCIA. IATED.
MORALES, E. P.(2017).
Assessment of the attitudes of engineering freshman students towards chemistry learning using an adaptation of the colorado Learning Attitudes about Science Survey (CLASS). En
New Perspectives in Science Education. (pp. 518 - 522). FLORENCIA. PIXEL.
MORALES, E. P.(2016).
Evolution of the application of an educational innovation in a general chemistry course. En
New Perspectives in Science Education. (pp. 660 - 665). FLORENCIA. PIXEL.
MORALES, E. P.(2015).
Starting the self-learning through hybrid PBL-design in a general chemistry course. En
New Perspectives in Science Education. (pp. 396 - 400). FLORENCIA. Pixel.
MORALES, E. P.; Fernández, S.; Saiz, C.(2015).
Critical thinking skills assessment with PENCRISAL test in a hybrid approach to PBL. En
Global Research Community: Collaboration and Developments. (pp. 213 - 222). AALBORG. Aalborg University Press.
