GÜLER, Çiğdem; DOĞRU, M. THE EFFECT OF “ARGUMENT-BASED SCIENCE INQUIRY” APPROACH ON SCIENCE TEACHER CANDIDATES’ ACADEMIC ACHIEVEMENTS. International Online Journal of Education and Teaching, [S. l.], v. 4, n. 3, p. 229–244, 2017. Disponível em: https://iojet.org/index.php/IOJET/article/view/185. Acesso em: 9 jan. 2026.