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The influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method in chemistry laboratories on high school students' conceptions about the nature of science

Chemistry Education Research and Practice, 2019, Vol.2 (1), p.17-29

Eymur, Guluzar

2019

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Developing High School Students’ Self-Efficacy and Perceptions about Inquiry and Laboratory Skills through Argument-Driven Inquiry

Journal of chemical education, 2018-05, Vol.95 (5), p.709-715

Eymur, Guluzar

2018

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Impact of Argument-Driven Inquiry Activities on Pre-service Science Teachers’ Views of the Nature of Scientific Inquiry in the Context of Climate Change Education

Science & education, 2024-04

2024

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Developing Students’ Scientific Writing and Presentation Skills through Argument Driven Inquiry: An Exploratory Study

Journal of chemical education, 2017-07, Vol.94 (7), p.837-843

2017

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The influence of Nature of Science embedded in the Argument-Driven Inquiry instructional method to promote content knowledge and self-efficacy of pre-service science teachers in evolution

Journal of biological education, 2024-05, Vol.58 (3), p.552-569

2024

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The development of pre-service teachers' argumentation self-efficacy through argumentation-based chemistry instruction

Chemistry Education Research and Practice, 2024-06, Vol.25 (3), p.895-97

2024

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A model-based approach to teaching about solutions

Science activities, 2022-07, Vol.59 (3), p.135-141

2022

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The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students’ Understanding of Chemical Bonding Concepts

International journal of science and mathematics education, 2017-06, Vol.15 (5), p.853-871

2017

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Aryl butenoic acid derivatives as a new class of histone deacetylase inhibitors: synthesis, in vitro evaluation, and molecular docking studies

Turkish journal of chemistry, 2014, Vol.38, p.338-344

2014

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Argümantasyon Tabanlı Sorgulayıcı Araştırma Yönteminin Öğretmen Adaylarının Fen Öğretimi Öz Yeterlik İnancına Etkisi

Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 2017-12, p.36-49

2017

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ARGÜMANTASYON TABANLI SORGULAYICI ARAŞTIRMA YÖNTEMİNİN ÖĞRETMEN ADAYLARININ FEN ÖĞRETİMİ ÖZ YETERLİK İNANCINA ETKİSİ

Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 2017-12

2017

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Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

International journal of science education, 2018-03, Vol.40 (5), p.473-497

2018

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Investigating the role of an inquiry-based science lab on students’ scientific literacy

Instructional science, 2024-10, Vol.52 (5), p.743-760

2024

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Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations

Bartın Üniversitesi Egitim Fakültesi Dergisi, 2018-02, Vol.7 (1), p.94-110

2018

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Analysis of the Alternative Conceptions of Preservice Teachers and High School Students Concerning Atomic Size

Journal of chemical education, 2013-08, Vol.90 (8), p.976-980

2013

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The Effect of Cooperative Learning Based on Conceptual Change Approach on Students’ Understanding of Chemical Bonding Concepts

Eymur, Gülüzar

2014

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Cyanide Ion Promoted Addition of Acyl Phosphonates to Ethyl Cyanoformate: Synthesis of Tertiary Carbinols via Tandem Carbon−Carbon Bond Formations

Journal of organic chemistry, 2007-09, Vol.72 (19), p.7439-7442

2007

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The influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method in chemistry laboratories on high school students' conceptions about the nature of science

Developing High School Students’ Self-Efficacy and Perceptions about Inquiry and Laboratory Skills through Argument-Driven Inquiry

Impact of Argument-Driven Inquiry Activities on Pre-service Science Teachers’ Views of the Nature of Scientific Inquiry in the Context of Climate Change Education

Developing Students’ Scientific Writing and Presentation Skills through Argument Driven Inquiry: An Exploratory Study

The influence of Nature of Science embedded in the Argument-Driven Inquiry instructional method to promote content knowledge and self-efficacy of pre-service science teachers in evolution

The development of pre-service teachers' argumentation self-efficacy through argumentation-based chemistry instruction

A model-based approach to teaching about solutions

The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students’ Understanding of Chemical Bonding Concepts

Aryl butenoic acid derivatives as a new class of histone deacetylase inhibitors: synthesis, in vitro evaluation, and molecular docking studies

Argümantasyon Tabanlı Sorgulayıcı Araştırma Yönteminin Öğretmen Adaylarının Fen Öğretimi Öz Yeterlik İnancına Etkisi

ARGÜMANTASYON TABANLI SORGULAYICI ARAŞTIRMA YÖNTEMİNİN ÖĞRETMEN ADAYLARININ FEN ÖĞRETİMİ ÖZ YETERLİK İNANCINA ETKİSİ

Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

Investigating the role of an inquiry-based science lab on students’ scientific literacy

Beyond the Writing Aspect of Argument-Driven Inquiry: Investigating Students’ Cognitive and Affective Expectations

Analysis of the Alternative Conceptions of Preservice Teachers and High School Students Concerning Atomic Size

The Effect of Cooperative Learning Based on Conceptual Change Approach on Students’ Understanding of Chemical Bonding Concepts

Cyanide Ion Promoted Addition of Acyl Phosphonates to Ethyl Cyanoformate: Synthesis of Tertiary Carbinols via Tandem Carbon−Carbon Bond Formations

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