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There are 554545 results for: content related to: Science teachers and scientific argumentation: Trends in views and practice

  1. Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

    Science Education

    Volume 95, Issue 2, March 2011, Pages: 217–257, Victor Sampson, Jonathon Grooms and Joi Phelps Walker

    Version of Record online : 11 OCT 2010, DOI: 10.1002/sce.20421

  2. Scientific Argumentation for All? Comparing Teacher Beliefs About Argumentation in High, Mid, and Low Socioeconomic Status Schools

    Science Education

    Volume 100, Issue 3, May 2016, Pages: 410–436, REBECCA KATSH-SINGER, KATHERINE L. McNEILL and SUZANNA LOPER

    Version of Record online : 29 MAR 2016, DOI: 10.1002/sce.21214

  3. Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K–12 Teachers

    Science Education

    Volume 97, Issue 6, November 2013, Pages: 936–972, KATHERINE L. McNEILL and AMANDA M. KNIGHT

    Version of Record online : 10 OCT 2013, DOI: 10.1002/sce.21081

  4. Teachers’ Pedagogical Design Capacity for Scientific Argumentation

    Science Education

    Volume 100, Issue 4, July 2016, Pages: 645–672, AMANDA KNIGHT-BARDSLEY and KATHERINE L. McNEILL

    Version of Record online : 25 APR 2016, DOI: 10.1002/sce.21222

  5. The impact of collaboration on the outcomes of scientific argumentation

    Science Education

    Volume 93, Issue 3, May 2009, Pages: 448–484, Victor Sampson and Douglas Clark

    Version of Record online : 5 NOV 2008, DOI: 10.1002/sce.20306

  6. Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course

    Journal of Research in Science Teaching

    Volume 50, Issue 5, May 2013, Pages: 561–596, Joi Phelps Walker and Victor Sampson

    Version of Record online : 25 MAR 2013, DOI: 10.1002/tea.21082

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    Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education

    Science Education

    Volume 92, Issue 3, May 2008, Pages: 473–498, Leah A. Bricker and Philip Bell

    Version of Record online : 17 MAR 2008, DOI: 10.1002/sce.20278

  8. Classroom communities' adaptations of the practice of scientific argumentation

    Science Education

    Volume 95, Issue 2, March 2011, Pages: 191–216, Leema K. Berland and Brian J. Reiser

    Version of Record online : 1 OCT 2010, DOI: 10.1002/sce.20420

  9. A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts

    Science Education

    Volume 94, Issue 5, September 2010, Pages: 765–793, Leema K. Berland and Katherine L. McNeill

    Version of Record online : 4 MAY 2010, DOI: 10.1002/sce.20402

  10. Enhancing the quality of argumentation in school science

    Journal of Research in Science Teaching

    Volume 41, Issue 10, December 2004, Pages: 994–1020, Jonathan Osborne, Sibel Erduran and Shirley Simon

    Version of Record online : 2 NOV 2004, DOI: 10.1002/tea.20035

  11. You have free access to this content
    Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena

    Science Education

    Volume 93, Issue 2, March 2009, Pages: 233–268, Katherine L. McNeill

    Version of Record online : 26 AUG 2008, DOI: 10.1002/sce.20294

  12. An exploration of teacher learning from an educative reform-oriented science curriculum: Case studies of teacher curriculum use

    Journal of Research in Science Teaching

    Volume 54, Issue 2, February 2017, Pages: 141–168, Lisa M. Marco-Bujosa, Katherine L. McNeill, María González-Howard and Suzanna Loper

    Version of Record online : 5 AUG 2016, DOI: 10.1002/tea.21340

  13. Exploring young students' collaborative argumentation within a socioscientific issue

    Journal of Research in Science Teaching

    Volume 50, Issue 2, February 2013, Pages: 209–237, Maria Evagorou and Jonathan Osborne

    Version of Record online : 10 JAN 2013, DOI: 10.1002/tea.21076

  14. Moving Beyond Pseudoargumentation: Teachers’ Enactments of an Educative Science Curriculum Focused on Argumentation

    Science Education

    Volume 101, Issue 3, May 2017, Pages: 426–457, KATHERINE L. McNEILL, MARÍA GONZÁLEZ-HOWARD, REBECCA KATSH-SINGER and SUZANNA LOPER

    Version of Record online : 29 MAR 2017, DOI: 10.1002/sce.21274

  15. Supporting Use of Evidence in Argumentation Through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment

    Science Education

    Volume 99, Issue 2, March 2015, Pages: 282–311, KALYPSO IORDANOU and COSTAS P. CONSTANTINOU

    Version of Record online : 4 FEB 2015, DOI: 10.1002/sce.21152

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    Framing for scientific argumentation

    Journal of Research in Science Teaching

    Volume 49, Issue 1, January 2012, Pages: 68–94, Leema K. Berland and David Hammer

    Version of Record online : 28 OCT 2011, DOI: 10.1002/tea.20446

  17. Improvements to elementary children's epistemic understanding from sustained argumentation

    Science Education

    Volume 96, Issue 3, May 2012, Pages: 488–526, Suna Ryu and William A. Sandoval

    Version of Record online : 12 APR 2012, DOI: 10.1002/sce.21006

  18. Relationship between nature of science understandings and argumentation skills: A role for counterargument and contextual factors

    Journal of Research in Science Teaching

    Volume 49, Issue 4, April 2012, Pages: 489–514, Rola Khishfe

    Version of Record online : 22 FEB 2012, DOI: 10.1002/tea.21012

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

    Journal of Research in Science Teaching

    Volume 51, Issue 10, December 2014, Pages: 1275–1300, Andri Christodoulou and Jonathan Osborne

    Version of Record online : 13 AUG 2014, DOI: 10.1002/tea.21166

  20. Argumentation Tasks in Secondary English Language Arts, History, and Science: Variations in Instructional Focus and Inquiry Space

    Reading Research Quarterly

    Cindy Litman and Cynthia Greenleaf

    Version of Record online : 2 MAY 2017, DOI: 10.1002/rrq.187