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

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dc.contributor.author Richter, Juliane
dc.contributor.author Lachner, Andreas
dc.contributor.author Jacob, 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


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