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How a technology-augmented inquiry approach affects teacher practice and student learning in disadvantaged science classrooms

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Τίτλος: How a technology-augmented inquiry approach affects teacher practice and student learning in disadvantaged science classrooms
Συγγραφείς: Chen, FanAff1, Chen, GaoweiAff1, IDs11251026097881_cor1
Πηγή: Instructional Science: An International Journal of the Learning Sciences. 54(1)
Βάση Δεδομένων: Springer Nature Journals
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  – Url: https://dx.doi.org/doi:10.1007/s11251-026-09788-1
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              M: 06
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              Y: 2026
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