探究科学课程中的论证驱动探究法对中学生概念理解水平的影响

Q2 Social Sciences

Journal of Turkish Science Education Pub Date : 2021-12-15 DOI:10.36681/tused.2021.105

Sevinç Kaçar, A. G. Balim

引用次数: 3

摘要

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Investigating the Effects of Argument-Driven Inquiry Method in Science Course on Secondary School Students Levels of Conceptual Understanding

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来源期刊

Journal of Turkish Science Education Social Sciences-Education

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： Journal of Turkish Science Education (TUSED) publishes scholarly papers that concentrate on science teaching and learning in school settings ranging from early childhood to higher education as well as workplace and informal learning, which are related to science education. Hence, its purpose is to link research with practice by providing information, ideas, opinions and insights. As an international journal, the TUSED welcomes contributions from all over the world. In looking for research to publish, the TUSED seeks manuscripts that will make contributions to and advance our knowledge in science education research rather than duplicating what has already been done and known. Thus, the TUSED is also interested in publishing valid and original research that address new capabilities of science learning/teaching and innovative practices in science learning/teaching. The TUSED especially emphasizes research in educational practice and scholastic realities in schools and universities. The TUSED may directly be concerned with science education, but it also welcomes manuscripts on interdisciplinary research areas, e.g., Science, Technology, Engineering, and Mathematics (STEM).