Youth perspectives on contributions to the SSR special issue: science education in the context of the climate emergency

Youth Panel

Youth perspectives on contributions to the SSR special issue: science education in the context of the climate emergency

Youth Panel

Education

Research output: Contribution to journal › Article › peer-review

Original language	English
Journal	School Science Review
Volume	103
Issue number	383
Publication status	Published - 21 Jan 2022

Bibliographical note

© 2022 The Association for Science Education. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

Access to Document

SSR_December_2021_048-050_Rushton
© 2022 The Association for Science Education. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details
Final published version, 105 KB

Cite this

@article{0227cc8b04be44139489e2ba012e255f,

title = "Youth perspectives on contributions to the SSR special issue: science education in the context of the climate emergency",

author = "Elizabeth Rushton and Lynda Dunlop and {Youth Panel}",

note = " {\textcopyright} 2022 The Association for Science Education. This is an author-produced version of the published paper. Uploaded in accordance with the publisher{\textquoteright}s self-archiving policy. Further copying may not be permitted; contact the publisher for details",

year = "2022",

month = jan,

day = "21",

language = "English",

volume = "103",

journal = "School Science Review",

issn = "0036-6811",

publisher = "Association for Science Education",

number = "383",

}

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T1 - Youth perspectives on contributions to the SSR special issue

T2 - science education in the context of the climate emergency

AU - Rushton, Elizabeth

AU - Dunlop, Lynda

AU - Youth Panel

N1 - © 2022 The Association for Science Education. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

PY - 2022/1/21

Y1 - 2022/1/21

M3 - Article

SN - 0036-6811

VL - 103

JO - School Science Review

JF - School Science Review

IS - 383

ER -