Transforming Scientists’ Understanding of Science–Society Relations. Stimulating Double‑Loop Learning when Teaching RRI

dc.contributor.author	Hesjedal, Maria Bårdsen
dc.contributor.author	Åm, Heidrun
dc.contributor.author	Sørensen, Knut Holtan
dc.contributor.author	Strand, Roger
dc.date.accessioned	2020-03-23T12:29:39Z
dc.date.available	2020-03-23T12:29:39Z
dc.date.created	2020-03-20T16:35:37Z
dc.date.issued	2020
dc.identifier.issn	1353-3452
dc.identifier.uri	https://hdl.handle.net/11250/2648133
dc.language.iso	eng	en_US
dc.publisher	Springer	en_US
dc.rights	Navngivelse 4.0 Internasjonal	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/deed.no	*
dc.title	Transforming Scientists’ Understanding of Science–Society Relations. Stimulating Double‑Loop Learning when Teaching RRI	en_US
dc.type	Peer reviewed	en_US
dc.type	Journal article	en_US
dc.description.version	publishedVersion	en_US
dc.source.journal	Science and Engineering Ethics	en_US
dc.identifier.cristin	1802711
dc.description.localcode	© The Author(s) 2020. This article is licensed under a Creative Commons Attribution 4.0 International License. https://doi.org/10.1007/s11948-020-00208-	en_US
cristin.ispublished	true
cristin.fulltext	original
cristin.qualitycode	1

Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal