Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: the mediation effect of hardiness: International Journal of Science Education

Xiao-Fan Lin; Dandan Tang; Weipeng Shen; Zhong-Mei Liang; Yaner Tang; Chin-Chung Tsai

doi:10.1080/09500693.2020.1755475

Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: the mediation effect of hardiness: International Journal of Science Education

Xiao-Fan Lin
, Dandan Tang
, Weipeng Shen
, Zhong-Mei Liang
, Yaner Tang
, Chin-Chung Tsai

Program of Learning Sciences

Research output: Contribution to journal › Article › peer-review

23 Citations (Scopus)

Original language	English
Pages (from-to)	1225-1252
Number of pages	28
Journal	European Journal of Science Education
Volume	42
Issue number	8
DOIs	https://doi.org/10.1080/09500693.2020.1755475
Publication status	Published - 2020

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10.1080/09500693.2020.1755475

Cite this

Lin, X.-F., Tang, D., Shen, W., Liang, Z.-M., Tang, Y., & Tsai, C.-C. (2020). Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: the mediation effect of hardiness: International Journal of Science Education. European Journal of Science Education, 42(8), 1225-1252. https://doi.org/10.1080/09500693.2020.1755475

Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: the mediation effect of hardiness: International Journal of Science Education. / Lin, Xiao-Fan; Tang, Dandan; Shen, Weipeng et al.
In: European Journal of Science Education, Vol. 42, No. 8, 2020, p. 1225-1252.

Research output: Contribution to journal › Article › peer-review

Lin, X-F, Tang, D, Shen, W, Liang, Z-M, Tang, Y & Tsai, C-C 2020, 'Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: the mediation effect of hardiness: International Journal of Science Education', European Journal of Science Education, vol. 42, no. 8, pp. 1225-1252. https://doi.org/10.1080/09500693.2020.1755475

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