Investigating the differences between girls and boys regarding the factors of frustration, boredom and insecurity they experience during science lessons

Wegner C, Strehlke F, Weber P (2014)
Themes in science and technology education 7(1): 35-45.

Journal Article | Published | English

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Wegner C, Strehlke F, Weber P. Investigating the differences between girls and boys regarding the factors of frustration, boredom and insecurity they experience during science lessons. Themes in science and technology education. 2014;7(1):35-45.
Wegner, C., Strehlke, F., & Weber, P. (2014). Investigating the differences between girls and boys regarding the factors of frustration, boredom and insecurity they experience during science lessons. Themes in science and technology education, 7(1), 35-45.
Wegner, C., Strehlke, F., and Weber, P. (2014). Investigating the differences between girls and boys regarding the factors of frustration, boredom and insecurity they experience during science lessons. Themes in science and technology education 7, 35-45.
Wegner, C., Strehlke, F., & Weber, P., 2014. Investigating the differences between girls and boys regarding the factors of frustration, boredom and insecurity they experience during science lessons. Themes in science and technology education, 7(1), p 35-45.
C. Wegner, F. Strehlke, and P. Weber, “Investigating the differences between girls and boys regarding the factors of frustration, boredom and insecurity they experience during science lessons”, Themes in science and technology education, vol. 7, 2014, pp. 35-45.
Wegner, C., Strehlke, F., Weber, P.: Investigating the differences between girls and boys regarding the factors of frustration, boredom and insecurity they experience during science lessons. Themes in science and technology education. 7, 35-45 (2014).
Wegner, Claas, Strehlke, Friederike, and Weber, Phillip. “Investigating the differences between girls and boys regarding the factors of frustration, boredom and insecurity they experience during science lessons”. Themes in science and technology education 7.1 (2014): 35-45.
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