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

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dc.contributor.authorHowe, Christine
dc.contributor.authorIlie, Sonia
dc.contributor.authorGuardia, Paula
dc.contributor.authorHofmann, Rikka
dc.contributor.authorMercer, Neil
dc.contributor.authorRiga, Fran
dc.date.accessioned2021-05-24T20:25:56Z
dc.date.available2021-05-24T20:25:56Z
dc.date.issued2015
dc.format.extent23 páginas
dc.fuente.origenConveris
dc.identifier.doi10.1080/09500693.2014.975168
dc.identifier.eissn1464-5289
dc.identifier.issn0950-0693
dc.identifier.urihttps://doi.org/10.1080/09500693.2014.975168
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/59197
dc.identifier.wosidWOS:000345076400007
dc.issue.numeroNo. 1
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final184
dc.pagina.inicio162
dc.revistaInternational Journal of Science Educationes_ES
dc.rightsacceso restringido
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titlePrincipled Improvement in Science : Forces and proportional relations in early secondary-school teachinges_ES
dc.typeartículo
dc.volumenVol. 37
sipa.codpersvinculados9112
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