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Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference?

Description:
An examination of the relationship between both gender and science instruction type and kindergarten children?s motivation for science from 162 kindergarten children in three schools in a mid-western, suburban public school district
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Wisconsin

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