Article ISI SCOPUS
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION  (2015)

Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching

Howe, C.; Ilie S.; Guardia, P; Hofmann, R; Mercer N.; Riga F.

Keywords: Dialogic teaching; Early secondary, school; Forces; Proportional reasoning; Science education

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Título según WOS: Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching
Título según SCOPUS: Principled Improvement in Science: Forces and proportional relations in early secondary–school teaching
Título de la Revista: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volumen: 37
Número: 1
Editorial: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Fecha de publicación: 2015
Página de inicio: 162
Página final: 184
Idioma: English
DOI:

10.1080/09500693.2014.975168
Notas: ISI, SCOPUS