| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Children’s acquisition and use of the control-of-variables strategy: effects of explicit and implicit instructional guidance
|
Lazonder, Ard W.
|
|
2013
|
42 |
2 |
p. 291-304
|
artikel
|
| 2 |
Integrating direct and inquiry-based instruction in the teaching of critical thinking: an intervention study
|
Ku, Kelly Y. L.
|
|
2013
|
42 |
2 |
p. 251-269
|
artikel
|
| 3 |
Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system
|
Feyzi-Behnagh, Reza
|
|
2013
|
42 |
2 |
p. 159-181
|
artikel
|
| 4 |
Promoting critical, elaborative discussions through a collaboration script and argument diagrams
|
Scheuer, Oliver
|
|
2013
|
42 |
2 |
p. 127-157
|
artikel
|
| 5 |
Relative effects of three questioning strategies in ill-structured, small group problem solving
|
Byun, Hyunjung
|
|
2013
|
42 |
2 |
p. 229-250
|
artikel
|
| 6 |
Students’ consideration of source information during the reading of multiple texts and its effect on intertextual conflict resolution
|
Kobayashi, Keiichi
|
|
2013
|
42 |
2 |
p. 183-205
|
artikel
|
| 7 |
The benefit of being naïve and knowing it: the unfavourable impact of perceived context familiarity on learning in complex problem solving tasks
|
Beckmann, Jens F.
|
|
2013
|
42 |
2 |
p. 271-290
|
artikel
|
| 8 |
Two instructional aids to optimise processing and learning from instructional explanations
|
Roelle, Julian
|
|
2013
|
42 |
2 |
p. 207-228
|
artikel
|
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