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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.authorSonmez, E
dc.contributor.authorMemis, EK
dc.contributor.authorYerlikaya, Z
dc.date.accessioned2023-04-18T02:54:46Z
dc.date.available2023-04-18T02:54:46Z
dc.date.issued2021.01.01
dc.identifier.doi10.1080/03055698.2019.1654364
dc.identifier.eissn1465-3400
dc.identifier.endpage83
dc.identifier.issn0305-5698
dc.identifier.issue1
dc.identifier.startpage59
dc.identifier.urihttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=dspace_ku&SrcAuth=WosAPI&KeyUT=WOS:000483242600001&DestLinkType=FullRecord&DestApp=WOS
dc.identifier.urihttps://hdl.handle.net/20.500.12597/10228
dc.identifier.volume47
dc.identifier.wosWOS:000483242600001
dc.relation.ispartofEDUCATIONAL STUDIES
dc.titleThe effect of practices based on argumentation-based inquiry approach on teacher candidates' critical thinking
dc.typeArticle
dspace.entity.typeWos
relation.isPublicationOfWosa516ef73-1a9c-4c4d-bb28-94bb3b57eba5
relation.isPublicationOfWos.latestForDiscoverya516ef73-1a9c-4c4d-bb28-94bb3b57eba5

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