Journal of Mathematics and Science Teacher

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APA

Shivolo, T. (2024). The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction. Journal of Mathematics and Science Teacher, 4(3), em069. https://doi.org/10.29333/mathsciteacher/14792

Vancouver

Shivolo T. The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction. Journal of Mathematics and Science Teacher. 2024;4(3):em069. https://doi.org/10.29333/mathsciteacher/14792

AMA

Shivolo T. The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction. Journal of Mathematics and Science Teacher. 2024;4(3), em069. https://doi.org/10.29333/mathsciteacher/14792

Chicago

Shivolo, Tomas. "The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction". Journal of Mathematics and Science Teacher 2024 4 no. 3 (2024): em069. https://doi.org/10.29333/mathsciteacher/14792

Harvard

Shivolo, T. (2024). The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction. Journal of Mathematics and Science Teacher, 4(3), em069. https://doi.org/10.29333/mathsciteacher/14792

MLA

Shivolo, Tomas "The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction". Journal of Mathematics and Science Teacher, vol. 4, no. 3, 2024, em069. https://doi.org/10.29333/mathsciteacher/14792