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

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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