The Transformative Effects of Guided Inquiry-based Learning on Scientific Knowledge of Vision

dc.contributor.author	Belayneh, Ehtegebreal Aregehagn
dc.contributor.author	Lykknes, Annette
dc.contributor.author	Febri, Maria Immaculata Maya
dc.contributor.author	Ayene, Mengesha
dc.date.accessioned	2023-04-26T06:32:03Z
dc.date.available	2023-04-26T06:32:03Z
dc.date.created	2022-12-02T13:14:01Z
dc.date.issued	2022
dc.identifier.citation	African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE). 2022, 26 (3), 205-217.	en_US
dc.identifier.issn	1811-7295
dc.identifier.uri	https://hdl.handle.net/11250/3065028
dc.language.iso	eng	en_US
dc.publisher	Taylor and Francis Group	en_US
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no	*
dc.title	The Transformative Effects of Guided Inquiry-based Learning on Scientific Knowledge of Vision	en_US
dc.title.alternative	The Transformative Effects of Guided Inquiry-based Learning on Scientific Knowledge of Vision	en_US
dc.type	Journal article	en_US
dc.type	Peer reviewed	en_US
dc.description.version	publishedVersion	en_US
dc.source.pagenumber	205-217	en_US
dc.source.volume	26	en_US
dc.source.journal	African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE)	en_US
dc.source.issue	3	en_US
dc.identifier.doi	10.1080/18117295.2022.2135294
dc.identifier.cristin	2087760
cristin.ispublished	true
cristin.fulltext	original
cristin.qualitycode	1

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