KAÇAR, Sevinç; BALIM, Ali Günay. Investigating the effects of argument-driven ınquiry method in science course on secondary school students’ levels of conceptual understanding. Journal of Turkish Science Education, [S. l.], v. 18, n. 4, p. 816–845, 2021. DOI: 10.36681/tused.2021.105. Disponível em: https://www.tused.org/index.php/tused/article/view/1462. Acesso em: 5 feb. 2026.