1.Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students’ Learning Success Differentially?

作　　者：Lukas Bernhard Becker ;Virginia Deborah Elaine Welter ;Ellen Aschermann 等

出　　处：Education Sciences. 2021 ;11(8):438.doi:10.3390/educsci11080438

出版社：MDPI Publishing

文章 ID：1035184130

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2.Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

作　　者：Lukas Bernhard Becker ;Virginia Deborah Elaine Welter ;Jörg Großschedl

出　　处：Education Sciences. 2021 ;11(9):530.doi:10.3390/educsci11090530

出版社：MDPI Publishing

文章 ID：1035723817

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3.Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained Concept-Mapping-Strategy Use on Metacognitive Regulation in Learning

作　　者：Virginia Deborah Elaine Welter ;Lukas Bernhard Becker ;Jörg Großschedl

出　　处：Education Sciences. 2022 ;12(5):325.doi:10.3390/educsci12050325

出版社：MDPI Publishing

文章 ID：1037830119

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4.What Do the Relationships between Pre-Service Biology Teachers’ Personality and Professional Knowledge Reveal about Their Innovativeness?—An Exploratory Study Using Canonical Correlation Analysis

作　　者：Virginia Deborah Elaine Welter ;Lars Emmerichs ;Kirsten Schlüter

出　　处：Education Sciences. 2022 ;12(6):396.doi:10.3390/educsci12060396

出版社：MDPI Publishing

文章 ID：1038121165

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	Virginia Deborah Elaine Welter	4篇
	Jörg Großschedl	3篇
	Lukas Bernhard Becker	3篇
	Ellen Aschermann	1篇
	Kirsten Schlüter	1篇

	2022	2篇
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