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Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course

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dc.contributor.authorGÜVEN, MERAL
dc.contributor.authorMeral Güven
dc.contributor.orcid0000-0003-2882-8515
dc.contributor.orcid0000-0002-4139-729X
dc.date.accessioned2025-11-13T09:38:59Z
dc.date.issued2014-09-08
dc.identifier.doihttps://doi.org/10.12738/estp.2014.4.1919
dc.identifier.issn1303-0485
dc.identifier.openalexW2107530695
dc.identifier.urihttps://hdl.handle.net/11421/1765
dc.identifier.urihttps://doi.org/10.12738/estp.2014.4.1919
dc.language.isoen
dc.relation.ispartofEducational Sciences Theory & Practice
dc.rightsopenAccess
dc.subjectMathematics education
dc.subjectPsychology
dc.subjectTest (biology)
dc.subjectResistance (ecology)
dc.subjectControl (management)
dc.subjectSignificant difference
dc.subjectProcess (computing)
dc.subjectQualitative property
dc.subjectTeaching method
dc.subjectData collection
dc.subjectComputer science
dc.subjectMathematics
dc.subjectStatistics
dc.subject.sdg4
dc.titleEffect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5038201651

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