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Exploring the effect of directive and reflective feedback on elementary school students’ scientific conceptual understanding, epistemological beliefs, and inquiry performance in online inquiry activities

Crossref DOI link: https://doi.org/10.1007/s11165-024-10171-8

Published Online: 2024-05-23

Published Print: 2024-12

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

Authors

Zheng, Yafeng

Sun, Shebing

Yang, Yang

Xu, Chang https://orcid.org/0000-0002-0166-3143
Funding

Funding for this research was provided by:

National Natural Science Foundation of China (62377005)
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Text and Data Mining valid from 2024-05-23

Version of Record valid from 2024-05-23
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Article History

Accepted: 3 May 2024

First Online: 23 May 2024

Declarations

:

: The authors declare that they have no conflict of interest.

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