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Effects of immersion in inquiry-based learning on student teachers’ educational beliefs

Michiel Voet (UGent) and Bram De Wever (UGent)
(2018) INSTRUCTIONAL SCIENCE. 46(3). p.383-403
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Keywords
PROFESSIONAL-DEVELOPMENT, HISTORY TEACHERS, SCIENCE, CURRICULUM, FRAMEWORK, TECHNOLOGY, CHALLENGES, TOOLS

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Citation

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Chicago
Voet, Michiel, and Bram De Wever. 2018. “Effects of Immersion in Inquiry-based Learning on Student Teachers’ Educational Beliefs.” Instructional Science 46 (3): 383–403.
APA
Voet, Michiel, & De Wever, B. (2018). Effects of immersion in inquiry-based learning on student teachers’ educational beliefs. INSTRUCTIONAL SCIENCE, 46(3), 383–403.
Vancouver
1.
Voet M, De Wever B. Effects of immersion in inquiry-based learning on student teachers’ educational beliefs. INSTRUCTIONAL SCIENCE. Springer Nature; 2018;46(3):383–403.
MLA
Voet, Michiel, and Bram De Wever. “Effects of Immersion in Inquiry-based Learning on Student Teachers’ Educational Beliefs.” INSTRUCTIONAL SCIENCE 46.3 (2018): 383–403. Print.
@article{8562506,
  author       = {Voet, Michiel and De Wever, Bram},
  issn         = {0020-4277},
  journal      = {INSTRUCTIONAL SCIENCE},
  language     = {eng},
  number       = {3},
  pages        = {383--403},
  publisher    = {Springer Nature},
  title        = {Effects of immersion in inquiry-based learning on student teachers{\textquoteright} educational beliefs},
  url          = {http://dx.doi.org/10.1007/s11251-017-9439-8},
  volume       = {46},
  year         = {2018},
}

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