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
Type of student thesis
Course of study
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
Related research data
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
Version
Programming language
Assignee
Practice partner / Client
Keywords
Lernen und Sozialisation
Subject (DDC)
Event
Exhibition start date
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Date of the last check
ISBN
ISSN
1038-2046
1747-7611
1747-7611
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
not peer-reviewed
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