Chen, F., & Chen, G. (2026). How a technology-augmented inquiry approach affects teacher practice and student learning in disadvantaged science classrooms. Instructional Science: An International Journal of the Learning Sciences, 54(1), . https://doi.org/10.1007/s11251-026-09788-1
Παραπομπή σε μορφή Chicago (17η εκδ.)Chen, Fan, και Gaowei Chen. "How a Technology-augmented Inquiry Approach Affects Teacher Practice and Student Learning in Disadvantaged Science Classrooms." Instructional Science: An International Journal of the Learning Sciences 54, no. 1 (2026). https://doi.org/10.1007/s11251-026-09788-1.
Παραπομπή σε μορφή MLA (9th εκδ.)Chen, Fan, και Gaowei Chen. "How a Technology-augmented Inquiry Approach Affects Teacher Practice and Student Learning in Disadvantaged Science Classrooms." Instructional Science: An International Journal of the Learning Sciences, vol. 54, no. 1, 2026, https://doi.org/10.1007/s11251-026-09788-1.