Argue like a scientist with technology: the effect of within-gender versus cross-gender team argumentation on science knowledge and argumentation skills among middle-level students
Crossref DOI link: https://doi.org/10.1007/s11423-018-9574-1
Published Online: 2018-02-23
Published Print: 2018-06
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Hsu, Pi-Sui
Van Dyke, Margot
Smith, Thomas J.
Looi, Chee-Kit
Text and Data Mining valid from 2018-02-23
Article History
First Online: 23 February 2018