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Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching (2014)

First Author: Howe C

Attributed to: Effecting Principled Improvement in STEM Education: Student Engagement and Learning in Early Secondary-School Physical Science and Mathematics funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.1080/09500693.2014.975168

Publication URI: http://dx.doi.org/10.1080/09500693.2014.975168

Type: Journal Article/Review

Parent Publication: International Journal of Science Education

Issue: 1