(Prospective) Biology teacher's subjective perception about self-directed learning
Hüfner C, Wilde M (2015)
In: 11th Conference of the European Science Education Research Association (ESERA). 96.
Kurzbeitrag Konferenz / Poster | Englisch
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Autor*in
Erscheinungsjahr
2015
Titel des Konferenzbandes
11th Conference of the European Science Education Research Association (ESERA)
Seite(n)
96
Konferenzort
Helsinki
Konferenzdatum
2015-08-31 – 2015-09-04
Page URI
https://pub.uni-bielefeld.de/record/2781896
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Hüfner C, Wilde M. (Prospective) Biology teacher's subjective perception about self-directed learning. In: 11th Conference of the European Science Education Research Association (ESERA). 2015: 96.
Hüfner, C., & Wilde, M. (2015). (Prospective) Biology teacher's subjective perception about self-directed learning. 11th Conference of the European Science Education Research Association (ESERA), 96
Hüfner, Christiane, and Wilde, Matthias. 2015. “(Prospective) Biology teacher's subjective perception about self-directed learning”. In 11th Conference of the European Science Education Research Association (ESERA), 96.
Hüfner, C., and Wilde, M. (2015). “(Prospective) Biology teacher's subjective perception about self-directed learning” in 11th Conference of the European Science Education Research Association (ESERA) 96.
Hüfner, C., & Wilde, M., 2015. (Prospective) Biology teacher's subjective perception about self-directed learning. In 11th Conference of the European Science Education Research Association (ESERA). pp. 96.
C. Hüfner and M. Wilde, “(Prospective) Biology teacher's subjective perception about self-directed learning”, 11th Conference of the European Science Education Research Association (ESERA), 2015, pp.96.
Hüfner, C., Wilde, M.: (Prospective) Biology teacher's subjective perception about self-directed learning. 11th Conference of the European Science Education Research Association (ESERA). p. 96. (2015).
Hüfner, Christiane, and Wilde, Matthias. “(Prospective) Biology teacher's subjective perception about self-directed learning”. 11th Conference of the European Science Education Research Association (ESERA). 2015. 96.
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