What are the effects of science lesson planning in peers? Analysis of attitudes and knowledge based on an actor–partner interdependence model

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Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Smit, R., Rietz, F., & Kreis, A. (2018). What are the effects of science lesson planning in peers? Analysis of attitudes and knowledge based on an actor–partner interdependence model. Research in Science Education, 48(3), 619-636. https://doi.org/10.1007/s11165-016-9581-3
Author(s)
Smit, Robbert orcid-logo
Rietz, Florian orcid-logo
Kreis, Annelies
DOI
10.18747/PHSG-coll3/id/257
External DOI
https://doi.org/10.1007/s11165-016-9581-3
External Link
https://link.springer.com/content/pdf/10.1007%2Fs11165-016-9581-3.pdf
PHSG Organisation name
Institut Mathematische, Naturwissenschaftliche und Technische Bildung 
Institut Sprachliche und Literarische Bildung 
Project(s)
Kollegiales Unterrichtscoaching und Entwicklung experimenteller Kompetenz im Unterrichtspraktikum 
License Condition
All rights reserved
License
https://rightsstatements.org/page/InC/1.0/
Proforis OA-status
Green OA - accepted version
Permalink
https://proforis.phsg.ch/handle/20.500.14111/3175
File(s)
Topic PHSG
Mathematische, Naturwissenschaftliche und Technische Bildung
Sprachliche und Literarische Bildung
Subjects
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Natural Sciences
Languages and Literature
General language studies
Version
Accepted Version
Access Rights
Open Access
License Condition
All rights reserved
Rights Holder
Publisher
Copyright-Statement
This is a post-peer-review, pre-copyedit version of an article published in Research in Science Education. The final authenticated version is available online at: https://doi.org/10.1007/s11165-016-9581-3