Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?

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dc.contributor.author Omarchevska, Yoana
dc.contributor.author Lachner, Andreas
dc.contributor.author Richter, Juliane
dc.contributor.author Scheiter, Katharina
dc.date.accessioned 2023-02-16T13:32:16Z
dc.date.available 2023-02-16T13:32:16Z
dc.date.issued 2022
dc.identifier.issn 1040-726X
dc.identifier.uri http://hdl.handle.net/10900/136607
dc.language.iso en de_DE
dc.publisher Springer/plenum Publishers de_DE
dc.relation.uri http://dx.doi.org/10.1007/s10648-021-09652-3
dc.subject.ddc 150 de_DE
dc.title Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry? de_DE
dc.type Article de_DE
utue.quellen.id 20220728000000_02376
utue.publikation.seiten 1025-1061 de_DE
utue.personen.roh Omarchevska, Yoana
utue.personen.roh Lachner, Andreas
utue.personen.roh Richter, Juliane
utue.personen.roh Scheiter, Katharina
dcterms.isPartOf.ZSTitelID Educational Psychology Review de_DE
dcterms.isPartOf.ZS-Issue 2 de_DE
dcterms.isPartOf.ZS-Volume 34 de_DE
utue.fakultaet Sonstige
utue.fakultaet Universität Tübingen (ohne Fakultätsangabe)


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