Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning
Crossref DOI link: https://doi.org/10.1007/s10956-017-9714-0
Published Online: 2017-10-04
Published Print: 2018-04
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Bush, Drew
Sieber, Renee
Seiler, Gale
Chandler, Mark
Funding for this research was provided by:
McGill University (CA) (Richard H. Tomlinson Fellowship in University Science Teaching)
License valid from 2017-10-04