Multiple representations and two instructional support procedures foster conceptual knowledge, but not procedural knowledge

Berthold K, Schwonke R, Renkl A (2007)
Presented at the 12th European Conference for Research on Learning and Instruction, Budapest, Hungary.

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12th European Conference for Research on Learning and Instruction
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Budapest, Hungary
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Berthold K, Schwonke R, Renkl A. Multiple representations and two instructional support procedures foster conceptual knowledge, but not procedural knowledge. Presented at the 12th European Conference for Research on Learning and Instruction, Budapest, Hungary.
Berthold, K., Schwonke, R., & Renkl, A. (2007). Multiple representations and two instructional support procedures foster conceptual knowledge, but not procedural knowledge. Presented at the 12th European Conference for Research on Learning and Instruction, Budapest, Hungary.
Berthold, K., Schwonke, R., and Renkl, A. (2007).“Multiple representations and two instructional support procedures foster conceptual knowledge, but not procedural knowledge”. Presented at the 12th European Conference for Research on Learning and Instruction, Budapest, Hungary.
Berthold, K., Schwonke, R., & Renkl, A., 2007. Multiple representations and two instructional support procedures foster conceptual knowledge, but not procedural knowledge. Presented at the 12th European Conference for Research on Learning and Instruction, Budapest, Hungary.
K. Berthold, R. Schwonke, and A. Renkl, “Multiple representations and two instructional support procedures foster conceptual knowledge, but not procedural knowledge”, Presented at the 12th European Conference for Research on Learning and Instruction, Budapest, Hungary, 2007.
Berthold, K., Schwonke, R., Renkl, A.: Multiple representations and two instructional support procedures foster conceptual knowledge, but not procedural knowledge. Presented at the 12th European Conference for Research on Learning and Instruction, Budapest, Hungary (2007).
Berthold, Kirsten, Schwonke, R., and Renkl, A. “Multiple representations and two instructional support procedures foster conceptual knowledge, but not procedural knowledge”. Presented at the 12th European Conference for Research on Learning and Instruction, Budapest, Hungary, 2007.
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