{"title":"在PBL的HDR过程中,学生的议论文水平和议论文对学生生物化学教学成绩的影响是什么?","authors":"Tuğçe Günter","doi":"10.1080/00219266.2022.2157859","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":" ","pages":""},"PeriodicalIF":1.0000,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"What are students’ argumentation levels and the effect of argumentation, during HDR process in PBL, on their academic achievements in biochemistry education?\",\"authors\":\"Tuğçe Günter\",\"doi\":\"10.1080/00219266.2022.2157859\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":54873,\"journal\":{\"name\":\"Journal of Biological Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2023-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Biological Education\",\"FirstCategoryId\":\"99\",\"ListUrlMain\":\"https://doi.org/10.1080/00219266.2022.2157859\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"BIOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Biological Education","FirstCategoryId":"99","ListUrlMain":"https://doi.org/10.1080/00219266.2022.2157859","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"BIOLOGY","Score":null,"Total":0}
What are students’ argumentation levels and the effect of argumentation, during HDR process in PBL, on their academic achievements in biochemistry education?
期刊介绍:
Journal of Biological Education is firmly established as the authoritative voice in the world of biological education.
The journal aims to bridge the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of advances in biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore.
Special emphasis is placed on research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. Papers that are theoretically informed and methodologically rigorous are welcomed.