Eurasia Journal of Mathematics, Science and Technology Education

• Abu Khurma, O., Ali, N., & Blaik, R. (2022). The effect of Web-Quest inquiry learning model in enhancing critical thinking and motivation for grade eight science students. In S. Keengwe (Ed.), Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies (pp. 238-260), IGI Global. https://doi.org/10.4018/978-1-6684-5709-2.ch012
• Agustian, H. Y., Finne, L. T., Jørgensen, J. T., Pedersen, M. I., Christiansen, F. V., Gammelgaard, B., & Nielsen, J. A. (2022). Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature. Review of Education, 10(2), e3360. https://doi.org/10.1002/rev3.3360
• Akerson, V. L., & Buck, G. A. (2023). US next generation science standards: Possibilities, not prescriptions for STEM teacher education. In Reforming Science Teacher Education Programs in the STEM Era: International and Comparative Perspectives (pp. 251-263). Springer International Publishing. https://doi.org/10.1007/978-3-031-27334-6_15
• Ali, N., Abu Khurma, O., Afari, E., & Swe Khine, M. (2023). The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens. Eurasia Journal of Mathematics, Science and Technology Education, 19(3), em2233. https://doi.org/10.29333/ejmste/12967
• Aliu, J., Aigbavboa, C., & Thwala, W. (2021). A 21^st century employability skills improvement framework for the construction industry. Routledge. https://doi.org/10.1201/9781003137504
• Al-qadi, M. J., & Naser, I. M. M. (2022). Lexical relation presentations in the views of usage-based cognitive semantics: The case of antonymy, synonymy, and polysemy. Journal of Positive School Psychology, 6(6), 2494-2499.
• Alsaleh, N. J. (2020). Teaching critical thinking skills: Literature review. Turkish Online Journal of Educational Technology-TOJET, 19(1), 21-39.
• Alzobidy, S., & Naser, I. M. M. (2022). The presentations of van Dijk model in the speech of Putin in the independence of the Donetsk People’s Republic and the Lugansk People’s Republic. Journal of Positive School Psychology, 6(8), 2416-2424.
• Amaireh, R. (2016). Effects of science inquiry-based professional development (IBPD) on teachers’ attitudes, knowledge, and practices in UAE [Doctoral dissertation, The British University in Dubai].
• Ananiadou, K., & Claro, M. (2009). 21^st century skills and competences for new millennium learners in OECD countries. OECD Publishing.
• Aparicio-Ting, F. E., Slater, D. M., & Kurz, E. U. (2019). Inquiry-based learning (IBL) as a driver of curriculum: A staged approach. Papers on Postsecondary Learning and Teaching, 3, 44-51.
• Areepattamannil, S., Cairns, D., & Dickson, M. (2020). Teacher-directed versus inquiry-based science instruction: Investigating links to adolescent students’ science dispositions across 66 countries. Journal of Science Teacher Education, 31(6), 675-704. https://doi.org/10.1080/1046560X.2020.1753309
• Areepattamannil, S., Khurma, O. A., Ali, N., Al Hakmani, R., & Kadbey, H. (2023). Examining the relationship between science motivational beliefs and science achievement in emirati early adolescents through the lens of self-determination theory. Large-Scale Assessments in Education, 11(1), 1-21. https://doi.org/10.1186/s40536-023-00175-7
• Ayouby, E., & Mahmoud, S. (2016). Perceptions of the change of the schoolteacher’s role in the United Arab Emirates (UAE): An investigation of teachers’ views from eight schools in Dubai and Sharjah [Doctoral dissertation, The British University in Dubai].
• Baroudi, S., & Rodjan Helder, M. (2021). Behind the scenes: Teachers’ perspectives on factors affecting the implementation of inquiry-based science instruction. Research in Science & Technological Education, 39(1), 68-89. https://doi.org/10.1080/02635143.2019.1651259
• Borovay, L. A., Shore, B. M., Caccese, C., Yang, E., & Hua, O. (2019). Flow, achievement level, and inquiry-based learning. Journal of Advanced Academics, 30(1), 74-106. https://doi.org/10.1177/1932202X18809659
• Bruckermann, T., Aschermann, E., Bresges, A., & Schlüter, K. (2017). Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation. International Journal of Science Education, 39(6), 701-722. https://doi.org/10.1080/09500693.2017.1301691
• Bybee, R. W. (1993). Reforming science education: Social perspectives & personal reflections. Teachers College Press.
• Chin, C., & Chia, L. G. (2006). Problem‐based learning: Using ill‐structured problems in biology project work. Science Education, 90(1), 44-67. https://doi.org/10.1002/sce.20097
• Cofré, H., González-Weil, C., Vergara, C., Santibáñez, D., Ahumada, G., Furman, M., Podesta, M. E., Camacho, J., Gallego, R., & Pérez, R. (2015). Science teacher education in South America: The case of Argentina, Colombia and Chile. Journal of Science Teacher Education, 26, 45-63. https://doi.org/10.1007/s10972-015-9420-9
• Crogman, T. H., Trebeau Crogman, A. M., Warner, L., Mustafa, A., & Peters, R. (2015). Developing a new teaching paradigm for the 21^st century learners in the context of Socratic methodologies. British Journal of Education, Society & Behavioral Science, 9(1), 62-95. https://doi.org/10.9734/BJESBS/2015/17825
• DebBurman, S. K. (2002). Learning how scientists work: Experiential research projects to promote cell biology learning and scientific process skills. Cell Biology Education, 1(4), 154-172. https://doi.org/10.1187/cbe.02-07-0024
• Del Fabbro, O. (2022). How to teach machines in artificial intelligence: Technical education in John Dewey, Gilbert Simondon, and machine learning. Education and Culture, 37(2), 24-41.
• Dickson, M., Kadbey, H., & McMinn, M. (2015). Comparing reported classroom practice in public and private schools in the United Arab Emirates. Procedia-Social and Behavioral Sciences, 186, 209-215. https://doi.org/10.1016/j.sbspro.2015.04.079
• Dickson, M., Kadbey, H., & Mcminn, M. (2016). Correlating beliefs and classroom practices of public school science teachers in Abu Dhabi, UAE. Journal of Turkish Science Education, 13(3), 161-172.
• El Zein, F., Solis, M., Vaughn, S., & McCulley, L. (2014). Reading comprehension interventions for students with autism spectrum disorders: A synthesis of research. Journal of Autism and Developmental Disorders, 44, 1303-1322. https://doi.org/10.1007/ s10803-013-1989-2
• Eltanahy, M., & Forawi, S. (2019). Science teachers’ and students’ perceptions of the implementation of inquiry-based learning instruction in a middle school in Dubai. Journal of Education, 199(1), 13-23. https://doi.org/10.1177/0022057419835791
• Enser, M. (2021). Powerful geography: A curriculum with purpose in practice. Crown House Publishing Ltd.
• Fan, F. (2022). An inquiry-based teaching model for nursing professional courses based on data mining and few-shot learning technology. Computational Intelligence and Neuroscience, 2022, 9441375. https://doi.org/10.1155/2022/9441375
• Fleming, P. S., Koletsi, D., & Pandis, N. (2014). Blinded by PRISMA: Are systematic reviewers focusing on PRISMA and ignoring other guidelines?. PLoS One, 9(5), e96407. https://doi.org/10.1371/journal. pone.0096407
• Gonzalez-Gomez, D., Jeong, J. S., & Cañada-Cañada, F. (2022). Enhancing science self-efficacy and attitudes of pre-service teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments, 30(5), 896-907. https://doi.org/10.1080/10494820.2019.1696843
• Government of the United Arab Emirates. (n. d.). UAE: The official website of the United Arab Emirates. https://u.ae/en/
• Haatainen, O., & Aksela, M. (2021). Project-based learning in integrated science education: Active teachers’ perceptions and practices. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 149-173. https://doi.org/10.31129/LUMAT.9.1.1392
• Hamzah, H., Hamzah, M. I.,& Zulkifli, H. (2022). Systematic literature review on the elements of metacognition-based higher order thinking skills (HOTS) teaching and learning modules. Sustainability, 14(2), 813. https://doi.org/10.3390/su14020813
• Hart, C. (2018). Doing a literature review: Releasing the research imagination. SAGE.
• Helfenbein, R. J. (2021). Critical geographies of education: Space, place, and curriculum inquiry. Routledge. https://doi.org/10.4324/9781003178590
• Jamil, M., Muhammad, Y., & Qureshi, N. (2021). Secondary school science teachers’ practices for the development of critical thinking skills: An observational study. Journal of Social and Development Sciences, 2(5), 249-265. https://doi.org/10.47205/jdss.2021(2-IV)22
• Jarrah, A., & Almarashdi, H. (2019). Mathematics teachers’ perceptions of teaching gifted and talented learners in general education classrooms in UAE. Journal for the Education of Gifted Young Scientists, 7(4), 835-847. https://doi.org/10.17478/jegys.628395
• Jawad, L. F., Majeed, B. H., & ALRikabi, H. T. S. (2021). The impact of CATs on mathematical thinking and logical thinking among fourth-class scientific students. International Journal of Emerging Technologies in Learning, 16(10), 194. https://doi.org/10.3991/ijet.v16i10.22515
• Jong, M. S. Y., Chen, G., Tam, V., Hue, M. T., & Chen, M. (2022). Design-based research on teacher facilitation in a pedagogic integration of flipped learning and social enquiry learning. Sustainability, 14(2), 996. https://doi.org/10.3390/su14020996
• Kadbey, H., Dickson, M., & McMinn, M. (2015). Primary teachers’ perceived challenges in teaching science in Abu Dhabi public schools. Procedia-Social and Behavioral Sciences, 186, 749-757.Bottom of Form
• Klepinowski, T., Limanówka, B., & Sagan, L. (2020). Management of post-traumatic craniovertebral junction dislocation: A PRISMA-compliant systematic review and meta-analysis of case reports. Neurosurgical Review, 44(3), 1391-1400. https://doi.org/10.1016/j.sbspro.2015.04.055
• Knotts, B. (2022). Programming girlhood: digital labor and the twenty-first century girl coder in the United States. Journal of Children and Media, 16(1), 117-133. https://doi.org/10.1080/17482798.2021.1923541
• Kocak, O., Coban, M., Aydin, A., & Cakmak, N. (2021). The mediating role of critical thinking and cooperativity in the 21^st century skills of higher education students. Thinking Skills and Creativity, 42, 100967. https://doi.org/10.1016/j.tsc.2021.100967
• Koenig, A. D., & Atkinson, R. K. (2009). Using narrative and game-schema acquisition techniques to support learning from educational games. In R. Zheng (Ed.), Cognitive effects of multimedia learning (pp. 312-325). IGI Global. https://doi.org/10.4018/978-1-60566-158-2.ch016
• Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
• Kolle, S. R., Shettar, I., & GS, P. (2018). Publication trends in literature on eBooks: A Scopus based bibliometric analysis. Collection and Curation, 37(3), 119-127. https://doi.org/10.1108/CC-07-2017-0027
• Kouki, S., & Al Shemaili, M. (2022). Science education in the United Arab Emirates. In R. Huang, B. Xin, A. Tlili, . Yang, X. Zhang, L. Zhu, & M. Jemni (Eds.), Science education in countries along the belt & road (pp. 225-241). Springer. https://doi.org/10.1007/978-981-16-6955-2_14
• Kramer, M., Olson, D., & Walker, J. D. (2018). Design and assessment of online, interactive tutorials that teach science process skills. CBE–Life Sciences Education, 17(2), ar19. https://doi.org/10.1187/cbe.17-06-0109
• Kuhaupt, L. (2019). Perceptions of social capital within a graduate learning community [Doctoral dissertation, Edgewood College].
• Kuznetcova, I., & Glassman, M. (2020). Rethinking the use of multi-user virtual environments in education. Technology, Pedagogy and Education, 29(4), 389-405. https://doi.org/10.1080/1475939X.2020.1768141
• Lame, G. (2019). Systematic literature reviews: An introduction. In Proceedings of the Design Society: International Conference on Engineering Design (pp. 1633-1642). Cambridge University Press. https://doi.org/10.1186/s13643-019-1039-z
• Lucietto, A., Russell, L., & Schott, E. (2018). STEM educators, how diverse disciplines teach. Journal of STEM Education, 19(3), 40-46.
• MacAskill, S., Roca, E., Liu, B., Stewart, R. A., & Sahin, O. (2021). Is there a green premium in the green bond market? Systematic literature review revealing premium determinants. Journal of Cleaner Production, 280, 124491. https://doi.org/10.1016/j.jclepro.2020.124491
• Mäeots, M., Pedaste, M., & Sarapuu, T. (2011, July). Interactions between inquiry processes in a web-based learning environment. In Proceedings of the 2011 IEEE 11^th International Conference on Advanced Learning Technologies (pp. 331-335). IEEE. https://doi.org/10.1109/ICALT.2011.103
• Mahdawi, W. (2019). The aspects of the formative assessments on improving the inquiry skills in science classes for middle and high school students in Al-Ain City, UAE [Doctoral dissertation, The British University in Dubai].
• Mansour, N. (2015). Science teachers’ views and stereotypes of religion, scientists and scientific research: A call for scientist–science teacher partnerships to promote inquiry-based learning. International Journal of Science Education, 37(11), 1767-1794. https://doi.org/10.1080/09500693.2015.1049575
• Martínez-Bravo, M. C., Sádaba Chalezquer, C., & Serrano-Puche, J. (2022). Dimensions of digital literacy in the 21^st century competency frameworks. Sustainability, 14(3), 1867. https://doi.org/10.3390/su14031867
• McCowan, T. (2018). Five perils of the impact agenda in higher education. London Review of Education, 16(2), 279-295. https://doi.org/10.18546/LRE.16.2.08
• McNamara, R. M. (2022). Inquiry plus literacy: The effect of disciplinary literacy instruction on inquiry-based biology education [Master’s project, Roberts Wesleyan College].
• Ministry of Education. (2020). MOE Strategy. MOE. https://www.moe.gov.ae/En/AboutTheMinistry/Pages/VisionMission.aspx
• Mohammed, N. (2017). Project-based learning in higher education in UAE: A case study of Arab students in Emirati studies. Learning and Teaching in Higher Education: Gulf Perspectives, 14(2), 73-86. https://doi.org/10.18538/lthe.v14.n2.294
• Naser, I. M. M., & Hamzah, M. H. B. (2018). Pronunciation and conversation challenges among Saudi EFL students. Journal of English Educators Society, 3(1), 85-104. https://doi.org/10.21070/jees.v3i1.1228
• Ogegbo, A. A., & Ramnarain, U. (2022). A systematic review of computational thinking in science classrooms. Studies in Science Education, 58(2), 203-230. https://doi.org/10.1080/03057267.2021.1963580
• Okoli, C., & Schabram, K. (2010). A guide to conducting a systematic literature review of information systems research. SSRN. https://doi.org/10.2139/ssrn.1954824
• Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Attitudes towards the use of educational robotics: Exploring pre-service and in-service early childhood teacher profiles. Education Sciences, 11(5), 204. https://doi.org/10.3390/educsci11050204
• Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
• Peters-Burton, E. E., Merz, S. A., Ramirez, E. M., & Saroughi, M. (2015). The effect of cognitive apprenticeship-based professional development on teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry-based teaching. Journal of Science Teacher Education, 26(6), 525-548. https://doi.org/10.1007/s10972-015-9436-1
• Poultsakis, S., Papadakis, S., Kalogiannakis, M., & Psycharis, S. (2021). The management of digital learning objects of natural sciences and digital experiment simulation tools by teachers. Advances in Mobile Learning Educational Research, 1(2), 58-71. https://doi.org/10.25082/AMLER.2021.02.002
• Prasetyono, H., Abdillah, A., Djuhartono, T., Ramdayana, I. P., & Desnaranti, L. (2021). Improvement of teacher’s professional competency in strengthening learning methods to maximize curriculum implementation. International Journal of Evaluation and Research in Education, 10(2), 720-727. https://doi.org/10.11591/ijere.v10i2.21010
• Rajandiran, D. (2021). Singapore’s teacher education model for the 21^st century (TE21). In F. M. Reimers (Ed.), Implementing deeper learning and 21^st century education reforms (pp. 59-77). Springer. https://doi.org/10.1007/978-3-030-57039-2_3
• Ramnarain, U. D., & Chanetsa, T. (2016). An analysis of South African grade 9 natural sciences textbooks for their representation of nature of science. International Journal of Science Education, 38(6), 922-933. https://doi.org/10.1080/09500693.2016.1167985
• Rashid, A. H. A., Shukor, N. A., Tasir, Z., & Na, K. S. (2021). Teachers’ perceptions and readiness toward the implementation of virtual learning environment. International Journal of Evaluation and Research in Education, 10(1), 209-214. https://doi.org/10.11591/ijere.v10i1.21014
• Ray, T. P. (2017). Emirati student and expatriate teacher views on problem-based learning in UAE education courses [Doctoral dissertation, University of Southern Queensland].
• Renatovna, A. G., & Renatovna, A. S. (2021). Pedagogical and psychological conditions of preparing students for social relations on the basis of the development of critical thinking. Psychology and Education, 58(2), 4889-4902. https://doi.org/10.17762/pae.v58i2.2886
• Roehrig, G. H., & Kruse, R. A. (2005). The role of teachers’ beliefs and knowledge in the adoption of a reform‐based curriculum. School Science and Mathematics, 105(8), 412-422. https://doi.org/10.1111/j.1949-8594.2005.tb18061.x
• Rumalolas, N., Rosely, M. S., Nunaki, J. H., Damopolii, I., & Kandowangko, N. Y. (2021). The inquiry-based student book integrated with local resources: The impact on student science process skill. Journal of Research in Instructional, 1(2), 133-146. https://doi.org/10.30862/jri.v1i2.17
• Sam, S. (2018). Collaborative approaches to teachers’ professional learning and development in New Zealand primary schools [Doctoral dissertation, Auckland University of Technology].
• Selcuk, A. A. (2019). A guide for systematic reviews: PRISMA. Turkish Archives of Otorhinolaryngology, 57(1), 57. https://doi.org/10.5152/tao.2019.4058
• Seufert, S., Guggemos, J., & Tarantini, E. (2019). Design for system change: Developing digital competences of vocational teachers. In Proceedings of the International Workshop on Learning Technology for Education in Cloud (pp. 393-407). Springer. https://doi.org/10.1007/978-3-030-20798-4_34
• Shafait, Z., Khan, M. A., Bilan, Y., & Oláh, J. (2021). Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education. PLoS ONE, 16(7), e0255177. https://doi.org/10.1371/journal.pone.0255177
• Shaito, S. A. (2019). Investigating teachers’ views of the importance and use of critical thinking in Dubai [Doctoral dissertation, The British University in Dubai].
• Shakera, E. G., & Salehb, H. A. (2021) Teachers’ perceptions of science curriculum reform in UAE: A study in an American Private School in Dubai. Millennium Journal of Humanities and Social Sciences, 2(1), 117-137. https://doi.org/10.47340/mjhss.v2i1.8.2021
• Strat, T. T. S., & Jegstad, K. M. (2022). Norwegian teacher educators’ reflections on inquiry-based teaching and learning in science teacher education. Journal of Science Teacher Education, 34(6), 624-644. https://doi.org/10.1080/1046560X.2022.2125623
• Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296. https://doi.org/10.1023/A:1022193728205
• Tairab, H., & Al-Naqbi, A. (2017). Provision of inquiry instruction and actual level of practice as perceived by science teachers and their students. EURASIA Journal of Mathematics, Science and Technology Education, 14(1), 397-412. https://doi.org/10.12973/ejmste/80320
• Tao, D., & Zhang, J. (2021). Agency to transform: How did a grade 5 community co-configure dynamic knowledge building practices in a yearlong science inquiry? International Journal of Computer-Supported Collaborative Learning, 16(3), 403-434. https://doi.org/10.1007/s11412-021-09353-7
• Thayer-Bacon, B. (2012). Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture, 28(1), 3-20. https://doi.org/10.1353/eac.2012.0001
• Tomlinson, S. (1997). Edward Lee Thorndike and John Dewey on the science of education. Oxford Review of Education, 23(3), 365-383. https://doi.org/10.1080/0305498970230307
• Voorhees, D. H., LeMay, L. E., Nagy, E. A., & Perez, A. E. (2022). Successes with metacognition: Empowering faculty and transforming student learning. New Directions for Community Colleges, 2022(199), 17-33. https://doi.org/10.1002/cc.20521
• Wakui, N., Abe, S., Shirozu, S., Yamamoto, Y., Yamamura, M., Abe, Y., Murata, S., Ozawa, M., Igarashi, T., Yanagiya, T., Machida, Y., & Kikuchi, M. (2021). Causes of anxiety among teachers giving face-to-face lessons after the reopening of schools during the COVID-19 pandemic: A cross-sectional study. BMC Public Health, 21, 1050. https://doi.org/10.1186/s12889-021-11130-y
• Xue, H., Yuan, H., Li, G., Liu, J., & Zhang, X. (2021). Comparison of team-based learning vs. lecture-based teaching with small group discussion in a master’s degree in nursing education course. Nurse Education Today, 105, 105043. https://doi.org/10.1016/j.nedt.2021.105043
• Yulduz, I. (2021). Cognitive competence as a scaffold to be boosting critical thinking. ACADEMICIA: An International Multidisciplinary Research Journal, 11(10), 1498-1501. https://doi.org/10.5958/2249-7137.2021.01739.0
• Zadok-Gurman, T., Jakobovich, R., Dvash, E., Zafrani, K., Rolnik, B., Ganz, A. B., & Lev-Ari, S. (2021). Effect of inquiry-based stress reduction (IBSR) intervention on well-being, resilience and burnout of teachers during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 18(7), 3689. https://doi.org/10.3390/ijerph18073689
• Zhou, Z. (2022). Critical thinking: Two theses from the ground up. Journal of the Scholarship of Teaching and Learning, 22(1), 154-171. https://doi.org/10.14434/josotl.v22i1.30983
• Zion, M., Cohen, S., & Amir, R. (2007). The spectrum of dynamic inquiry teaching practices. Research in Science Education, 37(4), 423-447. https://doi.org/10.1007/s11165-006-9034-5

APA

Abu Khurma, O., & El Zein, F. (2024). Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), em2397. https://doi.org/10.29333/ejmste/14155

Vancouver

Abu Khurma O, El Zein F. Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives. EURASIA J Math Sci Tech Ed. 2024;20(2):em2397. https://doi.org/10.29333/ejmste/14155

AMA

Abu Khurma O, El Zein F. Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives. EURASIA J Math Sci Tech Ed. 2024;20(2), em2397. https://doi.org/10.29333/ejmste/14155

Chicago

Abu Khurma, Othman, and Farah El Zein. "Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 2 (2024): em2397. https://doi.org/10.29333/ejmste/14155

Harvard

Abu Khurma, O., and El Zein, F. (2024). Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), em2397. https://doi.org/10.29333/ejmste/14155

MLA

Abu Khurma, Othman et al. "Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 2, 2024, em2397. https://doi.org/10.29333/ejmste/14155