Eurasia Journal of Mathematics, Science and Technology Education

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APA

He, S., & Qi, C. (2022). The perceived impact of PBL program learning on shifting prospective teachers’ beliefs: A case study in China. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2195. https://doi.org/10.29333/ejmste/12693

Vancouver

He S, Qi C. The perceived impact of PBL program learning on shifting prospective teachers’ beliefs: A case study in China. EURASIA J Math Sci Tech Ed. 2022;18(12):em2195. https://doi.org/10.29333/ejmste/12693

AMA

He S, Qi C. The perceived impact of PBL program learning on shifting prospective teachers’ beliefs: A case study in China. EURASIA J Math Sci Tech Ed. 2022;18(12), em2195. https://doi.org/10.29333/ejmste/12693

Chicago

He, Shengqing, and Chunxia Qi. "The perceived impact of PBL program learning on shifting prospective teachers’ beliefs: A case study in China". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 12 (2022): em2195. https://doi.org/10.29333/ejmste/12693

Harvard

He, S., and Qi, C. (2022). The perceived impact of PBL program learning on shifting prospective teachers’ beliefs: A case study in China. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2195. https://doi.org/10.29333/ejmste/12693

MLA

He, Shengqing et al. "The perceived impact of PBL program learning on shifting prospective teachers’ beliefs: A case study in China". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 12, 2022, em2195. https://doi.org/10.29333/ejmste/12693