Metacognitive Argument-Driven Inquiry in Teaching Antimicrobial Resistance: Effects on Students' Conceptual Understanding and Argumentation Skills

Developing and communicating evidence-based explanations are regarded as essential skills in 21st-century learning. These skills are central to the process of scientific argumentation. Hence, teachers must adhere to a student-centered pedagogy that cultivates students' understanding and argumen...

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Veröffentlicht in:	Journal of Turkish Science Education 2021, Vol.18 (2), p.192
Hauptverfasser:	Antonio, Ronilo P, Prudente, Maricar S
Format:	Artikel
Sprache:	eng
Schlagworte:	Active Learning Concept Formation Concept Teaching Foreign Countries Inquiry Instructional Effectiveness Metacognition Microbiology Persuasive Discourse Public Colleges Science Process Skills Scientific Concepts Skill Development Undergraduate Students
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