Supporting Learning and Promoting Conceptual Change with Box and AVOW Diagrams. Part 2: Their Impact on Student Learning at A-Level.

MLA

Cheng, Peter C. H., and David M. Shipstone. “Supporting Learning and Promoting Conceptual Change with Box and AVOW Diagrams. Part 2: Their Impact on Student Learning at A-Level.” International Journal of Science Education, vol. 25, no. 3, Jan. 2003, pp. 291–305. EBSCOhost, widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=eric&AN=EJ666851&authtype=sso&custid=ns315887.

APA

Cheng, P. C.-H., & Shipstone, D. M. (2003). Supporting Learning and Promoting Conceptual Change with Box and AVOW Diagrams. Part 2: Their Impact on Student Learning at A-Level. International Journal of Science Education, 25(3), 291–305.

Chicago

Cheng, Peter C-H, and David M. Shipstone. 2003. “Supporting Learning and Promoting Conceptual Change with Box and AVOW Diagrams. Part 2: Their Impact on Student Learning at A-Level.” International Journal of Science Education 25 (3): 291–305. http://widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=eric&AN=EJ666851&authtype=sso&custid=ns315887.