Citations refer to the original publication, not to a Scieee localized version.
Caño Pérez, L., & Sanz Alonso, J. (2025). Young Children's Epistemic Operations and Emergent Argumentation in Inquiry-Based Discussions: The Role of Teacher Questioning and Collaborative Interactions. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.70010
Caño Pérez, Lidia, and Josu Sanz Alonso. “Young Children's Epistemic Operations and Emergent Argumentation in Inquiry-Based Discussions: The Role of Teacher Questioning and Collaborative Interactions.” Journal of Research in Science Teaching, 2025. https://doi.org/10.1002/tea.70010.
Caño Pérez, Lidia, and Josu Sanz Alonso. “Young Children's Epistemic Operations and Emergent Argumentation in Inquiry-Based Discussions: The Role of Teacher Questioning and Collaborative Interactions.” Journal of Research in Science Teaching (2025). https://doi.org/10.1002/tea.70010.
Caño Pérez, L. and Sanz Alonso, J. (2025) ‘Young Children's Epistemic Operations and Emergent Argumentation in Inquiry-Based Discussions: The Role of Teacher Questioning and Collaborative Interactions’, Journal of Research in Science Teaching. Available at: https://doi.org/10.1002/tea.70010.
L. Caño Pérez and J. Sanz Alonso, “Young Children's Epistemic Operations and Emergent Argumentation in Inquiry-Based Discussions: The Role of Teacher Questioning and Collaborative Interactions,” Journal of Research in Science Teaching, 2025, doi: 10.1002/tea.70010.
@article{canoperez2025young,
author = {Caño Pérez, Lidia and Sanz Alonso, Josu},
title = {Young Children's Epistemic Operations and Emergent Argumentation in Inquiry-Based Discussions: The Role of Teacher Questioning and Collaborative Interactions},
journal = {Journal of Research in Science Teaching},
year = {2025},
publisher = {Wiley},
doi = {10.1002/tea.70010},
url = {https://doi.org/10.1002/tea.70010}
}
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