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The impact of teachers’ beliefs and students’ epistemological understanding and engagement in history on students’ arguing skills

Iris Hulders (UGent) , Michiel Voet (UGent) and Bram De Wever (UGent)
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MLA
Hulders, Iris, et al. “The Impact of Teachers’ Beliefs and Students’ Epistemological Understanding and Engagement in History on Students’ Arguing Skills.” EDULEARN21 Proceedings : 13th International Conference on Education and New Learning Technologies, IATED, 2021, pp. 6587–93, doi:10.21125/edulearn.2021.1335.
APA
Hulders, I., Voet, M., & De Wever, B. (2021). The impact of teachers’ beliefs and students’ epistemological understanding and engagement in history on students’ arguing skills. In EDULEARN21 proceedings : 13th International Conference on Education and New Learning Technologies (pp. 6587–6593). Palma de Mallorca (online conference): IATED. https://doi.org/10.21125/edulearn.2021.1335
Chicago author-date
Hulders, Iris, Michiel Voet, and Bram De Wever. 2021. “The Impact of Teachers’ Beliefs and Students’ Epistemological Understanding and Engagement in History on Students’ Arguing Skills.” In EDULEARN21 Proceedings : 13th International Conference on Education and New Learning Technologies, 6587–93. IATED. https://doi.org/10.21125/edulearn.2021.1335.
Chicago author-date (all authors)
Hulders, Iris, Michiel Voet, and Bram De Wever. 2021. “The Impact of Teachers’ Beliefs and Students’ Epistemological Understanding and Engagement in History on Students’ Arguing Skills.” In EDULEARN21 Proceedings : 13th International Conference on Education and New Learning Technologies, 6587–6593. IATED. doi:10.21125/edulearn.2021.1335.
Vancouver
1.
Hulders I, Voet M, De Wever B. The impact of teachers’ beliefs and students’ epistemological understanding and engagement in history on students’ arguing skills. In: EDULEARN21 proceedings : 13th International Conference on Education and New Learning Technologies. IATED; 2021. p. 6587–93.
IEEE
[1]
I. Hulders, M. Voet, and B. De Wever, “The impact of teachers’ beliefs and students’ epistemological understanding and engagement in history on students’ arguing skills,” in EDULEARN21 proceedings : 13th International Conference on Education and New Learning Technologies, Palma de Mallorca (online conference), 2021, pp. 6587–6593.
@inproceedings{8724653,
  author       = {{Hulders, Iris and Voet, Michiel and De Wever, Bram}},
  booktitle    = {{EDULEARN21 proceedings : 13th International Conference on Education and New Learning Technologies}},
  isbn         = {{9788409312672}},
  issn         = {{2340-1117}},
  language     = {{eng}},
  location     = {{Palma de Mallorca (online conference)}},
  pages        = {{6587--6593}},
  publisher    = {{IATED}},
  title        = {{The impact of teachers’ beliefs and students’ epistemological understanding and engagement in history on students’ arguing skills}},
  url          = {{http://dx.doi.org/10.21125/edulearn.2021.1335}},
  year         = {{2021}},
}

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