Influence of the Argument-Driven Inquiry with Explicit-Reflective Nature of Scientific Inquiry Intervention on Pre-service Science Teachers’ Understandings About the Nature of Scientific Inquiry
Crossref DOI link: https://doi.org/10.1007/s10763-021-10197-8
Published Online: 2021-07-12
Published Print: 2022-06
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Metin Peten, Duygu http://orcid.org/0000-0002-4704-8605
Text and Data Mining valid from 2021-07-12
Version of Record valid from 2021-07-12
Article History
Received: 7 September 2020
Accepted: 28 June 2021
First Online: 12 July 2021