Improving students' conceptual understanding of the greenhouse effect using theory-based learning materials that promote deep learning
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Authors
Author (Corporation)
Publication date
02.01.2012
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
International Research in Geographical and Environmental Education
Special issue
DOI of the original publication
Link
Series
Series number
Volume
21
Issue / Number
2
Pages / Duration
155-178
Patent number
Publisher / Publishing institution
Taylor & Francis
Place of publication / Event location
Edition
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Practice partner / Client
Keywords
Lernen und Sozialisation
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ISBN
ISSN
1038-2046
1747-7611
1747-7611
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Unknown
Review
No peer review
Open access category
License
Citation
Reinfried, S., Aeschbacher, U., & Rottermann, B. (2012). Improving students’ conceptual understanding of the greenhouse effect using theory-based learning materials that promote deep learning. International Research in Geographical and Environmental Education, 21(2), 155–178. https://doi.org/10.1080/10382046.2012.672685