The effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students’ ability to reason causally in history

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Publication year
2017
Author(s)
Stoel, G.L.
Drie, J.P. van
Boxtel, C.A.M. van
Number of pages
17 p.
Source
Journal of Educational Psychology, 109, 3, (2017), pp. 321-337
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Publication type
Article / Letter to editor
Please use this identifier to cite or link to this item: https://hdl.handle.net/2066/237405   https://hdl.handle.net/2066/237405
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