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Teaching for versus teaching through problem solving in secondary education. Investigating the ordering effect and the effect of guidance on learning and teaching

Date

2018
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dc.contributor.authorRaes, Annelies
dc.contributor.authorPieters, Marieke
dc.contributor.authorDepaepe, Fien
dc.contributor.imecauthorRaes, Annelies
dc.contributor.imecauthorPieters, Marieke
dc.contributor.imecauthorDepaepe, Fien
dc.contributor.orcidimecRaes, Annelies::0000-0001-9237-9385
dc.contributor.orcidimecDepaepe, Fien::0000-0001-5440-1318
dc.date.accessioned2021-10-26T01:51:21Z
dc.date.available2021-10-26T01:51:21Z
dc.date.embargo9999-12-31
dc.date.issued2018
dc.identifier.urihttps://imec-publications.be/handle/20.500.12860/31593
dc.identifier.urlhttps://limo.libis.be/primo-explore/fulldisplay?docid=LIRIAS2337529&context=L&vid=Lirias&search_scope=Lirias&tab=default_tab&lang=en_US&fromSitemap=1 https://earli.org/SIG20-26
dc.source.conferenceEARLI SIG20-26
dc.source.conferencedate9/10/2018
dc.source.conferencelocationJerusalem Israel
dc.title

Teaching for versus teaching through problem solving in secondary education. Investigating the ordering effect and the effect of guidance on learning and teaching

dc.typeOral presentation
dspace.entity.typePublication
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