Su, G., Sun, J., Long, T.*, Chen, W., Mei, A. (2025). Applying Argumentation-Driven Inquiry (ADI) to Promote Students' Argumentation Performance in Blended Synchronous Learning Environment: a Quasi-experimental Study. Journal of Science Education and Technology, 34(2), 346-366. DOI10.1007/s10956-024-10190-0
发布时间：2026-06-15
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- 发布时间：
- 2026-06-15
- 论文名称：
- Su, G., Sun, J., Long, T.*, Chen, W., Mei, A. (2025). Applying Argumentation-Driven Inquiry (ADI) to Promote Students' Argumentation Performance in Blended Synchronous Learning Environment: a Quasi-experimental Study. Journal of Science Education and Technology, 34(2), 346-366. DOI10.1007/s10956-024-10190-0
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- 上一条：Zhao, G., Sheng, H., Wang, Y., Cai, X., Long, T.*(2025). Generative Artificial Intelligence Amplifies the Role of Critical Thinking Skills and Reduces Reliance on Prior Knowledge While Promoting In-Depth Learning. Educational Sciences, 15(5), 554. DOI10.3390/educsci15050554
- 下一条：Wang, M., Long, T., Li, N., Shi, Y., Chen, Z. (2025). The impact of different types of feedback on pre-service teachers' microteaching practice and perceptions. Education and Information Technology, 30(4), 5427-5448. DOI10.1007/s10639-024-13024-z