Impact of Argument-Driven Inquiry Activities on Pre-service Science Teachers’ Views of the Nature of Scientific Inquiry in the Context of Climate Change Education
Crossref DOI link: https://doi.org/10.1007/s11191-024-00512-4
Published Online: 2024-04-15
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Erenler, Sumeyye http://orcid.org/0000-0001-5653-8641
Cetin, Pinar Seda
Eymur, Gülüzar
Funding for this research was provided by:
Recep Tayyip Erdoğan University
Text and Data Mining valid from 2024-04-15
Version of Record valid from 2024-04-15
Article History
Accepted: 26 February 2024
First Online: 15 April 2024
Declarations
:
: The authors declare that they have no conflict of interest.