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The effect of practices based on argumentation-based inquiry approach on teacher candidates’ critical thinking

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dc.contributor.authorSönmez, Elif
dc.contributor.authorKabataş Memiş, Esra
dc.contributor.authorYerlikaya, Zekeriya
dc.date.accessioned2026-01-04T13:23:36Z
dc.date.issued2019-08-25
dc.description.abstractThis study was conducted to examine the effects of practices based on the Argumentation-Based Enquiry (ABI) approach on the critical thinking of science teacher candidates in a course named the Gen...
dc.description.urihttps://doi.org/10.1080/03055698.2019.1654364
dc.description.urihttps://dx.doi.org/10.1080/03055698.2019.1654364
dc.identifier.doi10.1080/03055698.2019.1654364
dc.identifier.eissn1465-3400
dc.identifier.endpage83
dc.identifier.issn0305-5698
dc.identifier.openairedoi_dedup___::283e1fcedd7af1735c0ec69f3e6042b6
dc.identifier.orcid0000-0003-0056-7907
dc.identifier.scopus2-s2.0-85070984699
dc.identifier.startpage59
dc.identifier.urihttps://hdl.handle.net/20.500.12597/37462
dc.identifier.volume47
dc.identifier.wos000483242600001
dc.language.isoeng
dc.publisherInforma UK Limited
dc.relation.ispartofEducational Studies
dc.subject.sdg4. Education
dc.titleThe effect of practices based on argumentation-based inquiry approach on teacher candidates’ critical thinking
dc.typeArticle
dspace.entity.typePublication
local.import.sourceOpenAire
local.indexed.atWOS
local.indexed.atScopus

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