Argument Driven Inquiry and Student Achievement in High School Chemistry, Moderated by Gender. International Journal on Studies in Education, [S. l.], v. 5, n. 3, p. 257–268, 2023. DOI: 10.46328/ijonse.135. Disponível em: https://ijonse.net/index.php/ijonse/article/view/1850. Acesso em: 22 jun. 2025.