Effects of conceptual, procedural, and declarative reflection on students' structural knowledge in physics

Autor:	Sarwar, Gul Shahzad, Trumpower, David L.
Zdroj:	Educational Technology Research and Development, 2015 Apr 01. 63(2), 185-201.
Databáze:	JSTOR Journals
Externí odkaz:	http://www.jstor.org/stable/24546599 Zobrazit plný text záznamu