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Applying Argumentation-Driven Inquiry (ADI) to Promote Students’ Argumentation Performance in Blended Synchronous Learning Environment: a Quasi-experimental Study

Crossref DOI link: https://doi.org/10.1007/s10956-024-10190-0

Published Online: 2024-12-30

Published Print: 2025-04

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Su, Guo https://orcid.org/0000-0003-0255-0017
Sun, Jia https://orcid.org/0000-0003-3783-3463
Long, Taotao https://orcid.org/0000-0003-1368-3229
Chen, Wenli https://orcid.org/0000-0003-3196-3400
Mei, Aoxue
Funding

Funding for this research was provided by:

National Outstanding Youth Science Fund Project of National Natural Science Foundation of China (62307017)
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Text and Data Mining valid from 2024-12-30

Version of Record valid from 2024-12-30
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Article History

Accepted: 7 December 2024

First Online: 30 December 2024

Declarations

:

: All methods presented in this study involving human participants were conducted following the ethical standards of Central China Normal University.

: Informed consent was obtained from all participants included in the study.

: The authors declare no competing interests.

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