Minimizing the black box problem to enhance the validity of theories about instructional effects
Year: 1982
Type: article
Source: Instructional Science
DOI: 10.1007/bf00120978
Author: Philip H. Winne
Institution: Simon Fraser University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2003640924