Acar, O. 2014. Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course. LEARNING AND INDIVIDUAL DIFFERENCES , vol.30 , 148-154.

Acar, O., (2014). Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course. LEARNING AND INDIVIDUAL DIFFERENCES , vol.30, 148-154.

Acar, ÖMER. "Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course," LEARNING AND INDIVIDUAL DIFFERENCES , vol.30, 148-154, 2014

Acar, ÖMER. "Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course." LEARNING AND INDIVIDUAL DIFFERENCES , vol.30, pp.148-154, 2014

Acar, O. (2014) . "Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course." LEARNING AND INDIVIDUAL DIFFERENCES , vol.30, pp.148-154.

@article{article, author={ÖMER ACAR}, title={Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course}, journal={LEARNING AND INDIVIDUAL DIFFERENCES}, year=2014, pages={148-154} }