[ASAP] Tracking Student Argumentation Skills across General Chemistry through Argument-Driven Inquiry Using the Assessment of Scientific Argumentation in the Classroom Observation Protocol
Journal of Chemical EducationDOI: 10.1021/acs.jchemed.0c01225
Source: Journal of Chemical Education - Category: Chemistry Authors: Kathryn N. Hosbein, Meghan A. Lower, and Joi P. Walker Source Type: research