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Relevant prior knowledge moderates the effect of elaboratio..:
Van Blankenstein, Floris M.
;
Dolmans, Diana H. J. M.
;
Van der Vleuten, Cees P. M.
.
Instructional Science. 41 (2013) 4 - p. 729-744 , 2013
Link:
https://www.jstor.org/stable/43575169
RT Journal T1
Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement
UL https://suche.suub.uni-bremen.de/peid=jstor-43575169&Exemplar=1&LAN=DE A1 Van Blankenstein, Floris M. A1 Dolmans, Diana H. J. M. A1 Van der Vleuten, Cees P. M. A1 Schmidt, Henk G. PB Springer YR 2013 SN 0020-4277 SN 1573-1952 K1 Education K1 Formal education K1 Academic education K1 Academic achievement K1 Academic accomplishments K1 Educational attainment K1 Prior learning K1 Environmental studies K1 Atmospheric sciences K1 Meteorology K1 Meteorological phenomena K1 Lightning K1 Behavioral sciences K1 Psychology K1 Cognitive psychology K1 Cognitive processes K1 Learning K1 Learning styles K1 Collaborative learning K1 Thunder K1 Applied psychology K1 Educational psychology K1 Human behavior K1 Social behavior K1 Group behavior K1 Group dynamics K1 Group processes K1 Group discussion K1 Memory K1 Memory recall K1 Learning strategies K1 Problem based learning K1 Pedagogy K1 Educational methods K1 Self study JF Instructional Science VO 41 IS 4 SP 729 OP 744 LK http://dx.doi.org/https://www.jstor.org/stable/43575169 DO https://www.jstor.org/stable/43575169 SF ELIB - SuUB Bremen
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