Argument-Driven Inquiry ¡n Undergraduate Chemistry Labs: The Impact on Students' Conceptual Understanding, Argument Skills, and Attitudes Toward Science

Autor:	Walker, Joi Phelps, Sampson, Victor, Grooms, Jonathon, Anderson, Brittany, Zimmerman, Carol O.
Zdroj:	Journal of College Science Teaching, 2012 Mar 01. 41(4), 74-81.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/43748544 Zobrazit plný text záznamu