Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds?

dc.contributor.author	Schleinschok, Katrin
dc.contributor.author	Scheiter, Katharina
dc.date.accessioned	2021-01-25T14:13:21Z
dc.date.available	2021-01-25T14:13:21Z
dc.date.issued	2020
dc.identifier.issn	1573-1952
dc.identifier.uri	http://hdl.handle.net/10900/112001
dc.language.iso	en	de_DE
dc.publisher	Springer	de_DE
dc.relation.uri	http://dx.doi.org/10.1007/s11251-020-09521-6	de_DE
dc.subject.ddc	150	de_DE
dc.subject.ddc	370	de_DE
dc.title	Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds?	de_DE
dc.type	Article	de_DE
utue.quellen.id	20200929220116_00608
utue.publikation.seiten	569-589	de_DE
utue.personen.roh	Kollmer, Julia
utue.personen.roh	Schleinschok, Katrin
utue.personen.roh	Scheiter, Katharina
utue.personen.roh	Eitel, Alexander
dcterms.isPartOf.ZSTitelID	Instructional Science	de_DE
dcterms.isPartOf.ZS-Volume	48	de_DE

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