APA (7th ed.) Citation

Kloos, H., Baker, H., & Waltzer, T. (2019). A Mind with a Mind of Its Own: How Complexity Theory Can Inform Early Science Pedagogy. Educational Psychology Review, 31(3), 735. https://doi.org/10.1007/s10648-019-09472-6

Chicago Style (17th ed.) Citation

Kloos, Heidi, Heather Baker, and Talia Waltzer. "A Mind with a Mind of Its Own: How Complexity Theory Can Inform Early Science Pedagogy." Educational Psychology Review 31, no. 3 (2019): 735. https://doi.org/10.1007/s10648-019-09472-6.

MLA (9th ed.) Citation

Kloos, Heidi, et al. "A Mind with a Mind of Its Own: How Complexity Theory Can Inform Early Science Pedagogy." Educational Psychology Review, vol. 31, no. 3, 2019, p. 735, https://doi.org/10.1007/s10648-019-09472-6.