| Record ID | harvard_bibliographic_metadata/ab.bib.13.20150123.full.mrc:742844876:1355 |
| Source | harvard_bibliographic_metadata |
| Download Link | /show-records/harvard_bibliographic_metadata/ab.bib.13.20150123.full.mrc:742844876:1355?format=raw |
LEADER: 01355cam a2200373Ia 4500
001 013682836-1
005 20130511083854.0
008 850418s1983 nju b f000 0 eng d
035 0 $aocm11937288
037 $aED 243896$bEducational Resources and Information Center
040 $aGPO$beng$cGPO$dDEBBG$dOL$$dOCLCO$dOCLCQ
043 $an-us---
050 4 $aLB3050$b.E8 no.83-19
074 $a466-A-3 (microfiche)
082 04 $a370.1524
100 1 $aFrederiksen, Norman.
245 10 $aImplications of theory for instruction in problem solving /$cNorman Frederiksen.
260 $aPrinceton, N.J. :$bEducational Testing Service,$c1983.
300 $a85 p. ;$c28 cm.
490 1 $aResearch report ;$vRR-83-19
500 $a"Based in part on work done for the National Institute of Education under grant no. NIE-G-79-0127."
500 $aDistributed to depository libraries in microfiche.
500 $a"April 1983"--Cover.
504 $aIncludes bibliographical references (p. 65-85).
650 0 $aProblem solving.
650 0 $aCognition.
650 07 $aProblemlösen.$2swd
650 07 $aUnterrichtstheorie.$2swd
710 2 $aEducational Testing Service.
710 2 $aNational Institute of Education (U.S.)
830 0 $aResearch report (Educational Testing Service) ;$vRR-83-19.
988 $a20130511
049 $aHMGG
906 $0OCLC