Cadena-Nogales, P.D.; Verdugo-Perona, J.J.; Solaz-Portolés, J.J.; Sanjosé, V.
Relationships Between Preservice Teachers’ Interest, Perceived Knowledge, and Argumentation in Socioscientific Issues: Implications for Teaching About the Complexity of Sustainability Challenges. Sustainability 2025, 17, 3860.
https://doi.org/10.3390/su17093860
AMA Style
Cadena-Nogales PD, Verdugo-Perona JJ, Solaz-Portolés JJ, Sanjosé V.
Relationships Between Preservice Teachers’ Interest, Perceived Knowledge, and Argumentation in Socioscientific Issues: Implications for Teaching About the Complexity of Sustainability Challenges. Sustainability. 2025; 17(9):3860.
https://doi.org/10.3390/su17093860
Chicago/Turabian Style
Cadena-Nogales, Pedro Daniel, José Javier Verdugo-Perona, Joan Josep Solaz-Portolés, and Vicente Sanjosé.
2025. "Relationships Between Preservice Teachers’ Interest, Perceived Knowledge, and Argumentation in Socioscientific Issues: Implications for Teaching About the Complexity of Sustainability Challenges" Sustainability 17, no. 9: 3860.
https://doi.org/10.3390/su17093860
APA Style
Cadena-Nogales, P. D., Verdugo-Perona, J. J., Solaz-Portolés, J. J., & Sanjosé, V.
(2025). Relationships Between Preservice Teachers’ Interest, Perceived Knowledge, and Argumentation in Socioscientific Issues: Implications for Teaching About the Complexity of Sustainability Challenges. Sustainability, 17(9), 3860.
https://doi.org/10.3390/su17093860
