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Yeung Chung Lee, Marcus Grace, Willeke Rietdijk & Yuet Chu Lui. (2019) A cross-cultural, cross-age, and cross-gender study of Hong Kong and UK secondary students' decision making about a biological conservation issue. International Journal of Science Education 41:18, pages 2696-2715.
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Jane Essex & Katherine Haxton. (2018) Characterising patterns of engagement of different participants in a public STEM-based analysis project. International Journal of Science Education, Part B 8:2, pages 178-191.
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Dennis Fung & Wai-mei Lui. (2016) Individual to collaborative: guided group work and the role of teachers in junior secondary science classrooms. International Journal of Science Education 38:7, pages 1057-1076.
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Marlen Goldschmidt, Franz-Josef Scharfenberg & Franz X. Bogner. (2016) Instructional efficiency of different discussion approaches in an outreach laboratory: Teacher-guided versus student-centered. The Journal of Educational Research 109:1, pages 27-36.
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Articles from other publishers (11)
Aysun GÖCÜK & Fatma ŞAHİN. (2023) Yaşam Temelli ve İşbirlikli Öğrenme Yaklaşımlarının Ortaokul Öğrencilerinin Biyoteknoloji ile Biyogüvenlik Konularındaki Duyarlıklarına EtkisiThe Effect of Context-Based and Collaborative Learning Approaches on Secondary Students' Sensitivity to Biotechnology and Biosafety. IBAD Sosyal Bilimler Dergisi:15, pages 306-334.
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T. G. K. Bryce & E. J. Blown. (2023) Ausubel’s meaningful learning re-visited. Current Psychology.
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Sami Kahn. 2021. Socioscientific Issues-Based Instruction for Scientific Literacy Development. Socioscientific Issues-Based Instruction for Scientific Literacy Development
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Danilo Jr. ROGAYAN & Genalin MACANAS. (2020) AGHAMIC Action Approach (A3): Its Effects on the Pupils’ Conceptual Understanding on Matter. Journal for the Education of Gifted Young Scientists 8:1, pages 223-240.
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S A Rani, Mundilarto, Warsono & W S B Dwandaru. (2019)
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Ebru KOÇ. (2018) Exploring Collaborative Learning with a Focus on Group Activities in EFL ClassroomsExploring Collaborative Learning with a Focus on Group Activities in EFL Classrooms. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19:3, pages 582-597.
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Ayten ARSLAN & Nejla ATABEY. (2018) Geri Çekildi:Biyoteknoloji ve Klonlama Konusunun İşbirlikli Öğrenme Modeli ile Öğretiminin Sınıf Öğretmeni Adaylarının Argümantasyon Nitelikleri Üzerine EtkisiRetraction: The Effects of Teaching Biotechnology and Cloning Issue with Cooperative Learning Model on Primary Pre-Service Teachers’ Argumentation Qualities. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi 6:STEMES’18, pages 35-45.
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Sihan Xiao & William A. Sandoval. (2017) Associations Between Attitudes Towards Science and Children’s Evaluation of Information About Socioscientific Issues. Science & Education 26:3-4, pages 247-269.
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Murat Genç. (2015) An evaluation of the cooperative learning process by sixth-grade students. Research in Education 95:1, pages 19-32.
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Ahmet Tekbiyik. (2015) THE USE OF JIGSAW COLLABORATIVE LEARNING METHOD IN TEACHING SOCIO-SCIENTIFIC ISSUES: THE CASE OF NUCLEAR ENERGY. Journal of Baltic Science Education 14:2, pages 237-253.
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Shu-Mey Yu & Larry D. Yore. (2012) Quality, Evolution, and Positional Change of University Students’ Argumentation Patterns About Organic Agriculture During an Argument–Critique–Argument Experience. International Journal of Science and Mathematics Education 11:5, pages 1233-1254.
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