APA
Tsakeni, M. (2021). Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1933. https://doi.org/10.29333/ejmste/9574
Vancouver
Tsakeni M. Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms. EURASIA J Math Sci Tech Ed. 2021;17(1):em1933. https://doi.org/10.29333/ejmste/9574
AMA
Tsakeni M. Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms. EURASIA J Math Sci Tech Ed. 2021;17(1), em1933. https://doi.org/10.29333/ejmste/9574
Chicago
Tsakeni, Maria. "Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 1 (2021): em1933. https://doi.org/10.29333/ejmste/9574
Harvard
Tsakeni, M. (2021). Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1933. https://doi.org/10.29333/ejmste/9574
MLA
Tsakeni, Maria "Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 1, 2021, em1933. https://doi.org/10.29333/ejmste/9574