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Inquiry-Based Model Boosts Scientific Literacy by Journal of Education and Learning is a document available to read on EtoBox.

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The purpose of this study is to see how the inquiry-based nature of science (NOS) argumentation (IB-NOSA) instructional model affects scientific literacy skills. This research used a quasi-experimental method. The design of this research is a pretest-posttest control group design. This study describes the significance of the differences between participants who learn through IB-NOSA, guided inquiry, and discovery learning model.

Author

Journal of Education and Learning

Language

EN