Do difficulty levels matter for graphical literacy? A performance assessment study with authentic graphs

dc.contributor.author	Ring, Malte
dc.contributor.author	Brahm, Taiga
dc.contributor.author	Randler, Christoph
dc.date.accessioned	2020-07-01T13:31:14Z
dc.date.available	2020-07-01T13:31:14Z
dc.date.issued	2019
dc.identifier.issn	1464-5289
dc.identifier.uri	http://hdl.handle.net/10900/102044
dc.language.iso	en	de_DE
dc.publisher	Routledge Journals	de_DE
dc.relation.uri	http://dx.doi.org/10.1080/09500693.2019.1640915
dc.subject.ddc	370	de_DE
dc.title	Do difficulty levels matter for graphical literacy? A performance assessment study with authentic graphs	de_DE
dc.type	Article	de_DE
utue.quellen.id	20190926111821_00584
utue.publikation.seiten	1787-1804	de_DE
utue.personen.roh	Ring, Malte
utue.personen.roh	Brahm, Taiga
utue.personen.roh	Randler, Christoph
dcterms.isPartOf.ZSTitelID	International Journal of Science Education	de_DE
dcterms.isPartOf.ZS-Issue	13	de_DE
dcterms.isPartOf.ZS-Volume	41	de_DE
utue.fakultaet	06 Wirtschafts- und sozialwissenschaftliche Fakultät
utue.fakultaet	07 Mathematisch-Naturwissenschaftliche Fakultät