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Does motivation affect performance via persistence?
Vollmeyer, R.; Rheinberg, F.
Collaborative learning tasks and the elaboration of conceptual knowledge
van Boxtel, C.; van der Linden, J.; Kanselaar, G.
When authentic experiences are ''enminded'' into disciplinary genres: crossing biographic and situated knowledge
Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge
Howe, C.; Tolmie, A.; Duchak-Tanner, V.; Rattray, C.