Fostering Scientific Argumentation and Creative Scientific Ability in Science Learners through an Open-Ended Approach
- DOI
- 10.5281/zenodo.15736516
- Published
- 2025
- Container
- Not recorded
- Publisher
- International Journal of Innovative Research in Multidisciplinary Education
- Open access
- yes
Credibility signals
limited evidence Score 47/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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- not scoredDirectory of Open Access Journals: No matching DOAJ record was present in this response. No allow-list match; this is not evidence of low credibility.
- not scoredMEDLINE indexed: Not checked or no result supplied; no credibility inference made.
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- supportingOpen access status: Normalized open-access status: open.
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- not scoredPublication version: A publication version was supplied but is not scored.
- cautionMetadata completeness: 5 of 6 scored descriptive metadata groups are present; missing fields increase uncertainty.
Cite this work
BibTeX
@article{allodium:10.5281/zenodo.15736516,
title = {Fostering Scientific Argumentation and Creative Scientific Ability in Science Learners through an Open-Ended Approach},
author = {Marisol Damondamon and John Vincent Aliazas},
year = {2025},
doi = {10.5281/zenodo.15736516},
url = {https://doi.org/10.5281/zenodo.15736516}
}RIS
TY - JOUR TI - Fostering Scientific Argumentation and Creative Scientific Ability in Science Learners through an Open-Ended Approach AU - Marisol Damondamon AU - John Vincent Aliazas PY - 2025 DO - 10.5281/zenodo.15736516 UR - https://doi.org/10.5281/zenodo.15736516 ER -
APA
Damondamon, M., & Aliazas, J. V. (2025). Fostering Scientific Argumentation and Creative Scientific Ability in Science Learners through an Open-Ended Approach. https://doi.org/10.5281/zenodo.15736516