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 | |