Self-concept but not prior knowledge moderates effects of different implementations of computer-assisted inquiry learning activities on students' learning

dc.contributor.author	Richter, Juliane
dc.contributor.author	Lachner, Andreas
dc.contributor.author	Sibley, Leonie
dc.contributor.author	Bilgenroth, Friederike
dc.contributor.author	Scheiter, Katharina
dc.date.accessioned	2022-12-06T12:19:09Z
dc.date.available	2022-12-06T12:19:09Z
dc.date.issued	2022
dc.identifier.issn	0266-4909
dc.identifier.uri	http://hdl.handle.net/10900/133725
dc.language.iso	en	de_DE
dc.publisher	Wiley	de_DE
dc.relation.uri	http://dx.doi.org/10.1111/jcal.12673	de_DE
dc.subject.ddc	370	de_DE
dc.title	Self-concept but not prior knowledge moderates effects of different implementations of computer-assisted inquiry learning activities on students' learning	de_DE
dc.type	Article	de_DE
utue.quellen.id	20220728000000_01258
utue.publikation.seiten	1141-1159	de_DE
utue.personen.roh	Richter, Juliane
utue.personen.roh	Lachner, Andreas
utue.personen.roh	Jacob, Leonie
utue.personen.roh	Bilgenroth, Friederike
utue.personen.roh	Scheiter, Katharina
dcterms.isPartOf.ZSTitelID	Journal of Computer Assisted Learning	de_DE
dcterms.isPartOf.ZS-Issue	4	de_DE
dcterms.isPartOf.ZS-Volume	38	de_DE