The arrival of STEM in the science and mathematics curriculum increases the epistemic demands on teachers
Crossref DOI link: https://doi.org/10.1007/s41297-022-00173-9
Published Online: 2022-10-18
Published Print: 2022-09
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Leonard, Simon N.
Funding for this research was provided by:
University of South Australia
Text and Data Mining valid from 2022-09-01
Version of Record valid from 2022-10-18
Article History
First Online: 18 October 2022