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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

dc.contributor.authorRaes, Annelies
dc.contributor.authorPieters, Marieke
dc.contributor.authorDepaepe, Fien
dc.date.accessioned2021-10-26T01:51:21Z
dc.date.available2021-10-26T01:51:21Z
dc.date.issued2018
dc.identifier.urihttps://imec-publications.be/handle/20.500.12860/31593
dc.sourceIIOimport
dc.titleTeaching 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
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.embargo9999-12-31
dc.source.peerreviewno
dc.source.conferenceEARLI SIG20-26
dc.source.conferencedate9/10/2018
dc.source.conferencelocationJerusalem Israel
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
imec.availabilityPublished - open access


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