The impact of teachers’ beliefs and students’ epistemological understanding and engagement in history on students’ arguing skills
- Author
- Iris Hulders (UGent) , Michiel Voet (UGent) and Bram De Wever (UGent)
- Organization
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8724653
- 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. EDULEARN21 Proceedings : 13th International Conference on Education and New Learning Technologies, 6587–6593. 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://doi.org/10.21125/edulearn.2021.1335}},
year = {{2021}},
}
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