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

學習科學學士學位學程

研究成果: 雜誌貢獻 › 期刊論文 › 同行評審

17 引文斯高帕斯（Scopus）

原文	英語
頁（從 - 到）	1225-1252
頁數	28
期刊	European Journal of Science Education
卷	42
發行號	8
DOIs	https://doi.org/10.1080/09500693.2020.1755475
出版狀態	已發佈 - 2020

存取文件

10.1080/09500693.2020.1755475

引用此

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 等.
於: European Journal of Science Education, 卷 42, 編號 8, 2020, p. 1225-1252.

研究成果: 雜誌貢獻 › 期刊論文 › 同行評審

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, 卷 42, 編號 8, 頁 1225-1252. https://doi.org/10.1080/09500693.2020.1755475

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