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The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds

dc.contributor.authorCemal Tosun,Erdal Senocak
dc.date.accessioned2023-02-10T13:02:20Z
dc.date.available2023-02-10T13:02:20Z
dc.date.issued2013
dc.identifier0
dc.identifier.issn0
dc.identifier.urihttps://dx.doi.org/0
dc.identifier.urihttp://hdl.handle.net/11772/13571
dc.sourceAUSTRALIAN JOURNAL OF TEACHER EDUCATION
dc.subject-
dc.titleThe Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds
dc.typeArticle
dc.identifier.volume38
dc.identifier.issue3


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