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10.1080/09500693.2017.1304672
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Taylor & Francis
untitled
Kelly E. Matthews
Jennifer Firn
Susanne Schmidt
Karen Whelan
International Journal of Science Education, 2017. doi:10.1080/09500693.2017.1304672
Learning gains
science skills
undergraduate science
student perceptions
interdisciplinary science
curriculum development
Journal
International Journal of Science Education
2017 Informa UK Limited, trading as Taylor & Francis Group
0950-0693
1464-5289
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