Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms
Crossref DOI link: https://doi.org/10.1007/s11165-021-10036-4
Published Online: 2021-12-10
Published Print: 2022-06
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Areljung, Sofie http://orcid.org/0000-0001-7273-5442
Skoog, Marianne
Sundberg, Bodil
Funding for this research was provided by:
Umea University
Text and Data Mining valid from 2021-12-10
Version of Record valid from 2021-12-10
Article History
Accepted: 16 November 2021
First Online: 10 December 2021