The paradox prompt effect: When prompts foster conceptual knowledge but hinder the acquisition of procedural knowledge

Berthold K, Renkl A (2009)
Presented at the 13th Biennial Conference of the European Association for Learning and Instruction (EARLI), Amsterdam, Netherlands.

Download
Es wurde kein Volltext hochgeladen. Nur Publikationsnachweis!
Konferenzbeitrag | Englisch
Autor
Erscheinungsjahr
Konferenz
13th Biennial Conference of the European Association for Learning and Instruction (EARLI)
Konferenzort
Amsterdam, Netherlands
PUB-ID

Zitieren

Berthold K, Renkl A. The paradox prompt effect: When prompts foster conceptual knowledge but hinder the acquisition of procedural knowledge. Presented at the 13th Biennial Conference of the European Association for Learning and Instruction (EARLI), Amsterdam, Netherlands.
Berthold, K., & Renkl, A. (2009). The paradox prompt effect: When prompts foster conceptual knowledge but hinder the acquisition of procedural knowledge. Presented at the 13th Biennial Conference of the European Association for Learning and Instruction (EARLI), Amsterdam, Netherlands.
Berthold, K., and Renkl, A. (2009).“The paradox prompt effect: When prompts foster conceptual knowledge but hinder the acquisition of procedural knowledge”. Presented at the 13th Biennial Conference of the European Association for Learning and Instruction (EARLI), Amsterdam, Netherlands.
Berthold, K., & Renkl, A., 2009. The paradox prompt effect: When prompts foster conceptual knowledge but hinder the acquisition of procedural knowledge. Presented at the 13th Biennial Conference of the European Association for Learning and Instruction (EARLI), Amsterdam, Netherlands.
K. Berthold and A. Renkl, “The paradox prompt effect: When prompts foster conceptual knowledge but hinder the acquisition of procedural knowledge”, Presented at the 13th Biennial Conference of the European Association for Learning and Instruction (EARLI), Amsterdam, Netherlands, 2009.
Berthold, K., Renkl, A.: The paradox prompt effect: When prompts foster conceptual knowledge but hinder the acquisition of procedural knowledge. Presented at the 13th Biennial Conference of the European Association for Learning and Instruction (EARLI), Amsterdam, Netherlands (2009).
Berthold, Kirsten, and Renkl, A. “The paradox prompt effect: When prompts foster conceptual knowledge but hinder the acquisition of procedural knowledge”. Presented at the 13th Biennial Conference of the European Association for Learning and Instruction (EARLI), Amsterdam, Netherlands, 2009.

Export

Markieren/ Markierung löschen
Markierte Publikationen

Open Data PUB

Suchen in

Google Scholar