Students’ meaning-making of nature of science: interaction between visual, verbal, and written modes of representation
Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning-making of NOS. However, research has sidelined the interaction among these three modes in understandi...
| 主要な著者: | , , |
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| フォーマット: | Journal article |
| 言語: | English |
| 出版事項: |
Wiley
2024
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