Fardanesh, H. (2002). Representation of knowledge in the constructivist learning approach and its implications for educational design. Journal of Educational Sciences, 8(2), 107–124. https://doi.org/10.22055/edus.2002.16028
MLA
Fardanesh, H. "Representation of knowledge in the constructivist learning approach and its implications for educational design", Journal of Educational Sciences, 8, 2, 2002, 107–124. doi: 10.22055/edus.2002.16028
HARVARD
Fardanesh, H. (2002). 'Representation of knowledge in the constructivist learning approach and its implications for educational design', Journal of Educational Sciences, 8(2), pp. 107–124. doi: 10.22055/edus.2002.16028
CHICAGO
Fardanesh, H., "Representation of knowledge in the constructivist learning approach and its implications for educational design." Journal of Educational Sciences, 8 2 (2002): 107–124, doi: 10.22055/edus.2002.16028
VANCOUVER
Fardanesh H. Representation of knowledge in the constructivist learning approach and its implications for educational design. JES. 2002;8(2):107–124 (In Persian). doi: 10.22055/edus.2002.16028
