- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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1 Online-Ressource.
- Language
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Englisch
- Bibliographic citation
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How disciplinary detail obscures the metacognitive potential of curriculums ; day:3 ; month:7 ; year:2024 ; pages:1-17
Curriculum perspectives ; (3.7.2024), 1-17
- Creator
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Termaat, Annie
- Contributor
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SpringerLink (Online service)
- DOI
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10.1007/s41297-024-00257-8
- URN
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urn:nbn:de:101:1-2409231212592.545846780748
- Rights
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Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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15.08.2025, 7:28 AM CEST
Data provider
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Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Termaat, Annie
- SpringerLink (Online service)
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How does stimulus emotionality affect metamemory? : metacognitive monitoring of emotional words
How multiple levels of metacognitive awareness operate in collaborative problem solving
Metacognitive Change During Exposure and Metacognitive Therapy in Obsessive-Compulsive Disorder
Cognitive and Metacognitive Mechanisms of Change in Metacognitive Training for Depression
Beyond “study skills”: a curriculum-embedded framework for metacognitive development in a college chemistry course
An investigation of how relative precision of target encoding influences metacognitive performance
Contending with Disciplinary
Targeting Disciplinary Courts
Innovations in curriculum design: A multi-disciplinary approach to teaching statistics to undergraduate medical students
The nexus of global challenges and global studies: a trans-disciplinary global sustainability science curriculum