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ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
AsiaPacific Science Education Pub Date : 2019-03-29 DOI:10.1186/S41029-019-0031-1
Melanie Williams, Kok‐Sing Tang, Mihye Won
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引用次数: 15
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ELL在多模式探究中的科学意义建构——以香港一所双语学校为例
本文章由计算机程序翻译，如有差异，请以英文原文为准。
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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