Self-Regulation and Teacher Feedback in Problem-Based Learning on the Water Hardness
Problem-Based Learning has been recognized as a fundamental approach in Science Education. Studies show that the success of this approach depends on students’ ability to self-regulate their learning and on teacher feedback. However, research on how these aspects interact in formal science teaching c...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-03-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/3/309 |
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