A Mind with a Mind of Its Own: How Complexity Theory Can Inform Early Science Pedagogy
Crossref DOI link: https://doi.org/10.1007/s10648-019-09472-6
Published Online: 2019-01-25
Published Print: 2019-09
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Kloos, Heidi
Baker, Heather
Waltzer, Talia http://orcid.org/0000-0003-4464-0336
Funding for this research was provided by:
National Science Foundation (DLS 13138890)
Text and Data Mining valid from 2019-01-25
Version of Record valid from 2019-01-25
Article History
First Online: 25 January 2019
Compliance with Ethical Standards
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: The authors declare that they have no conflict of interest.