The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds
| dc.contributor.author | Cemal Tosun,Erdal Senocak | |
| dc.date.accessioned | 2023-02-10T12:33:26Z | |
| dc.date.available | 2023-02-10T12:33:26Z | |
| dc.date.issued | 2013 | |
| dc.identifier | 0 | |
| dc.identifier.issn | 0 | |
| dc.identifier.uri | https://dx.doi.org/0 | |
| dc.identifier.uri | http://hdl.handle.net/11772/10910 | |
| dc.source | AUSTRALIAN JOURNAL OF TEACHER EDUCATION | |
| dc.subject | - | |
| dc.title | The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds | |
| dc.type | Article | |
| dc.identifier.volume | 38 | |
| dc.identifier.issue | 3 |
