Peers, teachers and guides: A study of three conditions for scaffolding conceptual learning in science centers.

dc.contributor.author	Krange, Ingeborg
dc.contributor.author	Silseth, Kenneth
dc.contributor.author	Pierroux, Palmyre
dc.date.accessioned	2019-09-05T06:48:00Z
dc.date.available	2019-09-05T06:48:00Z
dc.date.created	2019-04-15T11:49:44Z
dc.date.issued	2019-04-13
dc.identifier.issn	1871-1502
dc.identifier.uri	http://hdl.handle.net/11250/2612573
dc.language.iso	eng	nb_NO
dc.publisher	Springer	nb_NO
dc.rights	Navngivelse-Ikkekommersiell-DelPåSammeVilkår 4.0 Internasjonal	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/4.0/deed.no	*
dc.title	Peers, teachers and guides: A study of three conditions for scaffolding conceptual learning in science centers.	nb_NO
dc.type	Journal article	nb_NO
dc.type	Peer reviewed	nb_NO
dc.description.version	acceptedVersion	nb_NO
dc.source.journal	Cultural Studies of Science Education	nb_NO
dc.identifier.doi	https://doi.org/10.1007/s11422-018-9905-x
dc.identifier.cristin	1692621
cristin.unitcode	1615,30,20,0
cristin.unitname	Institutt for ledelse og organisasjon
cristin.ispublished	true
cristin.fulltext	original
cristin.qualitycode	1

Med mindre annet er angitt, så er denne innførselen lisensiert som Navngivelse-Ikkekommersiell-DelPåSammeVilkår 4.0 Internasjonal