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Does Early STEM Enriched Pre-School Practices Effect Metacognitive and Self-Regulatory Skills? A Case Study

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dc.contributorEğitim Fakültesi / Faculty of Education Temel Eğitim Bölümü Okul Öncesi Eğitimi Anabilim Dalı / Elementary Educationtr_TR
dc.contributor.authorAyvaz, Ebru
dc.contributor.authorEtgüer, Damla
dc.contributor.authorTORAN, MEHMET
dc.contributor.authorID258019tr_TR
dc.contributor.authorID127979tr_TR
dc.date.accessioned2018-11-24T13:52:53Z
dc.date.available2018-11-24T13:52:53Z
dc.date.issued2018
dc.identifier.urihttps://hdl.handle.net/11413/3563
dc.language.isoen_UStr_TR
dc.relation70th OMEP World Assembly and Conferencetr_TR
dc.titleDoes Early STEM Enriched Pre-School Practices Effect Metacognitive and Self-Regulatory Skills? A Case Studytr_TR
dc.typeconferenceObjecttr_TR
dspace.entity.typePublication
relation.isAuthorOfPublicationf91b1d88-d47f-425c-991e-e306d5a317ad
relation.isAuthorOfPublication.latestForDiscoveryf91b1d88-d47f-425c-991e-e306d5a317ad

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