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Exploring the impact of the reasoning flow scaffold (RFS) on students’ scientific argumentation: based on the structure of observed learning outcomes (SOLO) taxonomy Journal article
Chemistry education research and practice, 2020,Volume: 21,Issue: 4,Page: 1083-1094
Authors:  Xiuling Luo;  Bing Wei;  Min Shi;  Xin Xiao
Favorite |  | TC[WOS]:0 TC[Scopus]:1 | Submit date:2021/02/10