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dc.contributor.authorTreagust, David
dc.contributor.authorDuit, R.
dc.date.accessioned2017-01-30T12:31:34Z
dc.date.available2017-01-30T12:31:34Z
dc.date.created2015-10-29T04:09:07Z
dc.date.issued2015
dc.identifier.citationTreagust, D. and Duit, R. 2015. On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs. International Journal of Science Education. 37 (5-6): pp. 958-965.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/22466
dc.identifier.doi10.1080/09500693.2015.1025312
dc.publisherRoutledge
dc.titleOn the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs
dc.typeJournal Article
dcterms.source.volume37
dcterms.source.number5-6
dcterms.source.startPage958
dcterms.source.endPage965
dcterms.source.issn0950-0693
dcterms.source.titleInternational Journal of Science Education
curtin.note

This is an Author's Original Manuscript of an article published by Taylor & Francis in International Journal of Science Education on 09/04/2015, available online at <a href="http://www.tandfonline.com/10.1080/09500693.2015.1025312">http://www.tandfonline.com/10.1080/09500693.2015.1025312</a>

curtin.departmentScience and Mathematics Education Centre (SMEC)
curtin.accessStatusOpen access


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