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Refinado por: assunto: Argumentation remover
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The development and validation of a learning progression for argumentation in science
The development and validation of a learning progression for argumentation in science
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The development and validation of a learning progression for argumentation in science

Osborne, Jonathan F. ; Henderson, J. Bryan ; MacPherson, Anna ; Szu, Evan ; Wild, Andrew ; Yao, Shi-Ying

Journal of research in science teaching, 2016-08, Vol.53 (6), p.821-846 [Periódico revisado por pares]

Reston: Blackwell Publishing Ltd

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2
Maybe a free thinker but not a critical one: High conspiracy belief is associated with low critical thinking ability
Maybe a free thinker but not a critical one: High conspiracy belief is associated with low critical thinking ability
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Maybe a free thinker but not a critical one: High conspiracy belief is associated with low critical thinking ability

Lantian, Anthony ; Bagneux, Virginie ; Delouvée, Sylvain ; Gauvrit, Nicolas

Applied cognitive psychology, 2021-05, Vol.35 (3), p.674-684 [Periódico revisado por pares]

Bognor Regis: Wiley

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3
Pragmatics in argumentation research
Pragmatics in argumentation research
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Pragmatics in argumentation research

Hinton, Martin

Journal of pragmatics, 2023-07, Vol.212, p.89-92 [Periódico revisado por pares]

Elsevier B.V

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4
Quality Talk: Developing Students' Discourse to Promote High-level Comprehension
Quality Talk: Developing Students' Discourse to Promote High-level Comprehension
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Quality Talk: Developing Students' Discourse to Promote High-level Comprehension

Murphy, P. Karen ; Greene, Jeffrey A. ; Firetto, Carla M. ; Hendrick, Brendan D. ; Li, Mengyi ; Montalbano, Cristin ; Wei, Liwei

American educational research journal, 2018-10, Vol.55 (5), p.1113-1160 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publishing

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5
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Representing Student Argumentation as Functionally Emergent From Scientific Activity
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Representing Student Argumentation as Functionally Emergent From Scientific Activity

Manz, Eve

Review of educational research, 2015-12, Vol.85 (4), p.553-590 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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6
How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation
How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation
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How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation

Grooms, Jonathon ; Sampson, Victor ; Enderle, Patrick

Journal of research in science teaching, 2018-11, Vol.55 (9), p.1264-1286 [Periódico revisado por pares]

Reston: Wiley-Blackwell

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7
Managing uncertainty in scientific argumentation
Managing uncertainty in scientific argumentation
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Managing uncertainty in scientific argumentation

Chen, Ying‐Chih ; Benus, Matthew J. ; Hernandez, Jaclyn

Science education (Salem, Mass.), 2019-09, Vol.103 (5), p.1235-1276 [Periódico revisado por pares]

New York: Wiley-Blackwell

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8
Acting with epistemic agency: Characterizing student critique during argumentation discussions
Acting with epistemic agency: Characterizing student critique during argumentation discussions
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Acting with epistemic agency: Characterizing student critique during argumentation discussions

González‐Howard, María ; McNeill, Katherine L.

Science education (Salem, Mass.), 2020-11, Vol.104 (6), p.953-982 [Periódico revisado por pares]

New York: Wiley

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9
The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument
The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument
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The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument

Christodoulou, Andri ; Osborne, Jonathan

Journal of research in science teaching, 2014-12, Vol.51 (10), p.1275-1300 [Periódico revisado por pares]

Blackwell Publishing Ltd

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10
Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement With Scientific Argumentation
Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement With Scientific Argumentation
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Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement With Scientific Argumentation

Osbome, Jonathan F. ; Borko, Hilda ; Fishman, Evan ; Zaccarelli, Florencia Gomez ; Berson, Eric ; Busch, K. C. ; Reigh, Emily ; Tseng, Anita

American educational research journal, 2019-08, Vol.56 (4), p.1067-1112 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publishing

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