What do K-12 students feel when dealing with technology and engineering issues? Gardner's multiple intelligence theory implications in technology lessons for motivating engineering vocations at Spanish Secondary School.

MLA

Sánchez-Martín, Jesús, et al. “What Do K-12 Students Feel When Dealing with Technology and Engineering Issues? Gardner’s Multiple Intelligence Theory Implications in Technology Lessons for Motivating Engineering Vocations at Spanish Secondary School.” European Journal of Engineering Education, vol. 42, no. 6, Dec. 2017, pp. 1330–43. EBSCOhost, https://doi.org/10.1080/03043797.2017.1292216.

APA

Sánchez-Martín, J., Álvarez-Gragera, G. J., Dávila-Acedo, M. A., & Mellado, V. (2017). What do K-12 students feel when dealing with technology and engineering issues? Gardner’s multiple intelligence theory implications in technology lessons for motivating engineering vocations at Spanish Secondary School. European Journal of Engineering Education, 42(6), 1330–1343. https://doi.org/10.1080/03043797.2017.1292216

Chicago

Sánchez-Martín, Jesús, García J. Álvarez-Gragera, M. Antonia Dávila-Acedo, and Vicente Mellado. 2017. “What Do K-12 Students Feel When Dealing with Technology and Engineering Issues? Gardner’s Multiple Intelligence Theory Implications in Technology Lessons for Motivating Engineering Vocations at Spanish Secondary School.” European Journal of Engineering Education 42 (6): 1330–43. doi:10.1080/03043797.2017.1292216.