Citations (58)
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Articles from other publishers (46)
Grace Tiffany, Krystal Grieger, Kassidy Johnson & James Nyachwaya. (2023) Characterizing students’ peer–peer questions: frequency, nature, responses and learning. Chemistry Education Research and Practice 24:3, pages 852-867.
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Nada Seva & Ivana Djeric. (2023) A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique. Zbornik Instituta za pedagoska istrazivanja 55:1, pages 5-32.
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Vicente Sanjosé & José Otero. (2021) Elementary pre-service teachers’ conscious lack of knowledge about technical artefacts. International Journal of Technology and Design Education 32:4, pages 2093-2110.
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Gary Waller & Saeid Abbasian. (2022) An assessment of crisis management techniques in hotels in London and Stockholm as response to COVID-19’s economic impact. International Journal of Contemporary Hospitality Management 34:6, pages 2134-2153.
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Nazli Ruya TAŞKIN. (2021) Biyoloji Öğretmenlerinin Sözel Soru-Cevap Sürecine İlişkin Özelliklerinin İncelenmesi. Eğitim Bilimleri Dergisi.
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Mimien Henie Irawati Al Muhdhar, Muhammad Khalid Faruq, Murni Sapta Sari, I. Wayan Sumberartha & Lely Mardiyanti. The effectiveness of the project-based learning-based ethnobotany module of Karang Kitri towards critical thinking skills. The effectiveness of the project-based learning-based ethnobotany module of Karang Kitri towards critical thinking skills.
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Naoya HIROSHIShingo UCHINOKURA. (2019) An Examination of Junior High School Students’ Ability to Identify and Ask Investigable Questions: A Comparison with University Students中学生による科学的に探究可能な問いの判断と生成の実際. Journal of Research in Science Education 60:1, pages 173-184.
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Bilge Can, Vesile Yıldız-Demirtaş & Erdi Altun. (2017) THE EFFECT OF PROJECT-BASED SCIENCE EDUCATION PROGRAMME ON SCIENTIFIC PROCESS SKILLS AND CONCEPTIONS OF KINDERGARTEN STUDENTS. Journal of Baltic Science Education 16:3, pages 395-413.
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