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The introduction of an outcomes-based curriculum in South Africa together with a new syllabus for physical sciences for grades 10-12, prompted the development of an instrument to monitor conceptual understanding in chemistry at the secondary-tertiary
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______3158::cc8b97027f1d10d3261c47ea2d1efe97
https://hdl.handle.net/11427/9026
https://hdl.handle.net/11427/9026
Publikováno v:
South African Journal of Higher Education; 2008, Vol. 22 Issue 4, p861-876, 16p, 5 Charts, 3 Graphs