| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Cognitive load in percentage change problems: unitary, pictorial, and equation approaches to instruction
|
Ngu, Bing Hiong
|
|
2014
|
42 |
5 |
p. 685-713
|
artikel
|
| 2 |
Mathematics learning with multiple solution methods: effects of types of solutions and learners’ activity
|
Große, Cornelia S.
|
|
2014
|
42 |
5 |
p. 715-745
|
artikel
|
| 3 |
Redesigning problem-based learning in the knowledge creation paradigm for school science learning
|
Yeo, Jennifer
|
|
2014
|
42 |
5 |
p. 747-775
|
artikel
|
| 4 |
Student perceptions of facilitators’ social congruence, use of expertise and cognitive congruence in problem-based learning
|
Yew, Elaine H. J.
|
|
2013
|
42 |
5 |
p. 795-815
|
artikel
|
| 5 |
Support, belonging, motivation, and engagement in the college classroom: a mixed method study
|
Zumbrunn, Sharon
|
|
2014
|
42 |
5 |
p. 661-684
|
artikel
|
| 6 |
The effect of individual differences in the development of metacognitive strategy knowledge
|
Karlen, Yves
|
|
2014
|
42 |
5 |
p. 777-794
|
artikel
|
| 7 |
The relationship between students’ preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model
|
Clinton, Virginia
|
|
2013
|
42 |
5 |
p. 817-837
|
artikel
|
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