ÜLGER, B. B.; ÇEPNI, S. Evaluating the effect of differentiated inquiry-based science lesson modules on gifted students’ scientific process skills. Pegem Journal of Education and Instruction, [S. l.], v. 10, n. 4, p. 1289–1324, 2021. DOI: 10.14527/pegegog.2020.039. Disponível em: https://pegegog.net/index.php/pegegog/article/view/964. Acesso em: 23 aug. 2025.