Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning.

Research output: Contribution to journal › Research article › Contributed › peer-review

Contributors

  • Heike Russ - (Author)
  • Leonie Sibley - (Author)
  • Salome Flegr - , Junior Professorship in Didactics of Physics (Author)
  • Jochen Kuhn - (Author)
  • Vincent Hoogerheide - (Author)
  • Katharina Scheiter - (Author)
  • Andreas Lachner - (Author)

Details

Original languageEnglish
JournalJournal of Educational Psychology
Publication statusPublished - 25 Aug 2025
Peer-reviewedYes

Keywords