Journal of Turkish Science Education
Metacognitive Argument-Driven Inquiry in Teaching Antimicrobial Resistance: Effects on Students’ Conceptual Understanding and Argumentation Skills
Yazarlar: Ronilo P. Antonio, Maricar S. Prudente
Cilt 18 , Sayı 2 , 2021 , Sayfalar 192-217
Konular:-
DOI:
Anahtar Kelimeler:Antimicrobial resistance,Argument,Riven inquiry,Argumentation skills,Conceptual understanding,Metacognition
Özet:
ATIFLAR
Atıf Yapan Eserler
KAYNAK GÖSTER
BibTex
KOPYALA
@article{2021, title={Metacognitive Argument-Driven Inquiry in Teaching Antimicrobial Resistance: Effects on Students’ Conceptual Understanding and Argumentation Skills}, volume={18}, number={192–217}, publisher={Journal of Turkish Science Education}, author={Ronilo P. Antonio,Maricar S. Prudente}, year={2021} }
APA
KOPYALA
Ronilo P. Antonio,Maricar S. Prudente. (2021). Metacognitive Argument-Driven Inquiry in Teaching Antimicrobial Resistance: Effects on Students’ Conceptual Understanding and Argumentation Skills (Vol. 18). Vol. 18. Journal of Turkish Science Education.
MLA
KOPYALA
Ronilo P. Antonio,Maricar S. Prudente. Metacognitive Argument-Driven Inquiry in Teaching Antimicrobial Resistance: Effects on Students’ Conceptual Understanding and Argumentation Skills. no. 192–217, Journal of Turkish Science Education, 2021.