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Concept Mapping as a Research Tool for Engineering Students' ideas about the Atom.

Els Van Zele UGent, Josephina Lenaerts and Willem Wieme (2002) Proceedings of the 3rd Physics Teaching in Engineering Education Conference. p.3-1
Please use this url to cite or link to this publication:
author
organization
year
type
conference
publication status
published
subject
in
Proceedings of the 3rd Physics Teaching in Engineering Education Conference
pages
D3-1 - D3-8 pages
publisher
KUL
ISBN
90-5682-359-0
language
English
UGent publication?
yes
classification
C1
id
162217
handle
http://hdl.handle.net/1854/LU-162217
date created
2004-01-14 13:39:00
date last changed
2016-12-19 15:36:18
@inproceedings{162217,
  author       = {Van Zele, Els and Lenaerts, Josephina and Wieme, Willem},
  booktitle    = {Proceedings of the 3rd Physics Teaching in Engineering Education Conference},
  isbn         = {90-5682-359-0},
  language     = {eng},
  pages        = {3--1},
  publisher    = {KUL},
  title        = {Concept Mapping as a Research Tool for Engineering Students' ideas about the Atom.},
  year         = {2002},
}

Chicago
Van Zele, Els, Josephina Lenaerts, and Willem Wieme. 2002. “Concept Mapping as a Research Tool for Engineering Students’ Ideas About the Atom.” In Proceedings of the 3rd Physics Teaching in Engineering Education Conference, 3–1. KUL.
APA
Van Zele, E., Lenaerts, J., & Wieme, W. (2002). Concept Mapping as a Research Tool for Engineering Students’ ideas about the Atom. Proceedings of the 3rd Physics Teaching in Engineering Education Conference (pp. 3–1). KUL.
Vancouver
1.
Van Zele E, Lenaerts J, Wieme W. Concept Mapping as a Research Tool for Engineering Students’ ideas about the Atom. Proceedings of the 3rd Physics Teaching in Engineering Education Conference. KUL; 2002. p. 3–1.
MLA
Van Zele, Els, Josephina Lenaerts, and Willem Wieme. “Concept Mapping as a Research Tool for Engineering Students’ Ideas About the Atom.” Proceedings of the 3rd Physics Teaching in Engineering Education Conference. KUL, 2002. 3–1. Print.