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Learning and instruction vol 56 August 2018
CONTENTS\r\n Individual Differences in the development of scientific thinking in kindergarten\r\n Primary knowledge enhances performance and motivation in reasoning\r\n More isn\'t always better: the curvilinear relationship between inquiry-based teaching and student achievement in science\r\n Overruled: Implicit cues rather than an orthographic rule determine Dutch children\'s vowel spelling\r\n Effects of three basic dimensions of instructional quality on students\' situational interest in sixth-grade biology instruction\r\n Maternal homework assistance and children\'s task-persistent behavior in elementary school\r\n Self-efficacy change associated with a cognitive load-based intervention in an undergraduate biology course\r\n Consistency, longitudinal stability, and predictions of elementary school students\' task interest, success expectancy and performance in Mathematics\r\n Topic specific epistemic beliefs: extending the theory of integrated domains in personal epistemology\r\n Short-and Long-term effects of assessment-based differentiated reading instruction in general education on reading fluency and reading comprehension
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