Varying effects of subgoal labeled expository text in programming, chemistry, and statistics.
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- Instructional Science, 2018, v. 46, n. 5, p. 707, doi. 10.1007/s11251-018-9451-7
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- Article
Works matching IS 00204277 AND DT 2018 AND VI 46 AND IP 5
Results: 6
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Recurring patterns in the development of high school biology students’ system thinking over time.
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- Instructional Science, 2018, v. 46, n. 5, p. 639, doi. 10.1007/s11251-018-9447-3
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- Article
3
Threads of local continuity between centralized and decentralized causality: Transitional explanations for the behavior of a complex system.
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- Instructional Science, 2018, v. 46, n. 5, p. 681, doi. 10.1007/s11251-018-9454-4
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- Article
4
Debugging during block-based programming.
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- Instructional Science, 2018, v. 46, n. 5, p. 767, doi. 10.1007/s11251-018-9453-5
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- Article
5
The double curse of misconceptions: misconceptions impair not only text comprehension but also metacomprehension in the domain of statistics.
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- Instructional Science, 2018, v. 46, n. 5, p. 723, doi. 10.1007/s11251-018-9452-6
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- Publication type:
- Article
6
Preservice elementary science teachers’ argumentation competence: impact of a training programme.
- Published in:
- Instructional Science, 2018, v. 46, n. 5, p. 789, doi. 10.1007/s11251-018-9446-4
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- Publication type:
- Article