| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Comparing two types of model progression in an inquiry learning environment with modelling facilities
|
Mulder, Yvonne G.
|
|
2011
|
21 |
5 |
p. 614-624
11 p.
|
artikel
|
| 2 |
Cueing complex animations: Does direction of attention foster learning processes?
|
Lowe, Richard
|
|
2011
|
21 |
5 |
p. 650-663
14 p.
|
artikel
|
| 3 |
EARLI Association News, Summer 2011
|
|
|
2011
|
21 |
5 |
p. I-VI
nvt p.
|
artikel
|
| 4 |
Editorial board/Publication information
|
|
|
2011
|
21 |
5 |
p. IFC-
1 p.
|
artikel
|
| 5 |
Effects of instructional aids on the acquisition of dynamic decision-making skills
|
Frederiksen, Christian
|
|
2011
|
21 |
5 |
p. 601-613
13 p.
|
artikel
|
| 6 |
Fostering argument justification using collaboration scripts and content schemes
|
Kopp, Birgitta
|
|
2011
|
21 |
5 |
p. 636-649
14 p.
|
artikel
|
| 7 |
Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons
|
Radford, Julie
|
|
2011
|
21 |
5 |
p. 625-635
11 p.
|
artikel
|
| 8 |
The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success
|
Mägi, Katrin
|
|
2011
|
21 |
5 |
p. 664-675
12 p.
|
artikel
|
| 9 |
What fills the gap between discrete and dense? Greek and Flemish students’ understanding of density
|
Vamvakoussi, Xenia
|
|
2011
|
21 |
5 |
p. 676-685
10 p.
|
artikel
|
Tijdschrift beschrijving