Improving progression and continuity from primary to secondary science: Pupils' reactions to bridging work

Braund, M. and Hames, V. (2005) Improving progression and continuity from primary to secondary science: Pupils' reactions to bridging work. International Journal of Science Education, 27 (7). pp. 781-801. ISSN 0950-0693

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Institution: The University of York
Academic Units: The University of York > Education (York)
Depositing User: York RAE Import
Date Deposited: 14 May 2009 15:49
Last Modified: 14 May 2009 15:49
Published Version: http://dx.doi.org/10.1080/09500690500038405
Status: Published
Publisher: Taylor & Francis
Identification Number: 10.1080/09500690500038405

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