Search Results

There are 24193 results for: content related to: 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

  1. Assessment of uncertainty-infused scientific argumentation

    Journal of Research in Science Teaching

    Volume 51, Issue 5, May 2014, Pages: 581–605, Hee-Sun Lee, Ou Lydia Liu, Amy Pallant, Katrina Crotts Roohr, Sarah Pryputniewicz and Zoë E. Buck

    Version of Record online : 14 MAR 2014, DOI: 10.1002/tea.21147

  2. Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning

    Journal of Research in Science Teaching

    Volume 50, Issue 5, May 2013, Pages: 530–560, Per Morten Kind

    Version of Record online : 2 APR 2013, DOI: 10.1002/tea.21086

  3. An instrument for analyzing arguments produced in modeling-based chemistry lessons

    Journal of Research in Science Teaching

    Volume 51, Issue 2, February 2014, Pages: 192–218, Paula Cristina Cardoso Mendonça and Rosária Justi

    Version of Record online : 18 DEC 2013, DOI: 10.1002/tea.21133

  4. 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

  5. The development and validation of a learning progression for argumentation in science

    Journal of Research in Science Teaching

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

    Version of Record online : 3 APR 2016, DOI: 10.1002/tea.21316

  6. Epistemologies in practice: Making scientific practices meaningful for students

    Journal of Research in Science Teaching

    Leema K. Berland, Christina V. Schwarz, Christina Krist, Lisa Kenyon, Abraham S. Lo and Brian J. Reiser

    Version of Record online : 8 JUN 2015, DOI: 10.1002/tea.21257

  7. Pedagogical content knowledge of argumentation: Using classroom contexts to assess high-quality PCK rather than pseudoargumentation

    Journal of Research in Science Teaching

    Volume 53, Issue 2, February 2016, Pages: 261–290, Katherine L. McNeill, María González-Howard, Rebecca Katsh-Singer and Suzanna Loper

    Version of Record online : 26 MAY 2015, DOI: 10.1002/tea.21252

  8. Learning in a community of practice: Factors impacting english-learning students' engagement in scientific argumentation

    Journal of Research in Science Teaching

    Volume 53, Issue 4, April 2016, Pages: 527–553, María González-Howard and Katherine L. McNeill

    Version of Record online : 12 JAN 2016, DOI: 10.1002/tea.21310

  9. Playing with fire? The impact of the hidden curriculum in school genetics on essentialist conceptions of race

    Journal of Research in Science Teaching

    Volume 51, Issue 4, April 2014, Pages: 462–496, Brian M. Donovan

    Version of Record online : 30 DEC 2013, DOI: 10.1002/tea.21138

  10. Interacting with a suite of educative features: Elementary science teachers' use of educative curriculum materials

    Journal of Research in Science Teaching

    Volume 53, Issue 3, March 2016, Pages: 422–449, Anna Maria Arias, Amber Schultz Bismack, Elizabeth A. Davis and Annemarie Sullivan Palincsar

    Version of Record online : 2 MAY 2015, DOI: 10.1002/tea.21250

  11. The effect of explicit environmentally oriented metacognitive guidance and peer collaboration on students' expressions of environmental literacy

    Journal of Research in Science Teaching

    Volume 53, Issue 4, April 2016, Pages: 620–663, Idit Adler, Michal Zion and Zemira R. Mevarech

    Version of Record online : 23 SEP 2015, DOI: 10.1002/tea.21272

  12. Fostering student sense making in elementary science learning environments: Elementary teachers' use of science curriculum materials to promote explanation construction

    Journal of Research in Science Teaching

    Volume 50, Issue 8, October 2013, Pages: 989–1017, Laura Zangori, Cory T. Forbes and Mandy Biggers

    Version of Record online : 13 AUG 2013, DOI: 10.1002/tea.21104

  13. Examining student work for evidence of teacher uptake of educative curriculum materials

    Journal of Research in Science Teaching

    Volume 52, Issue 6, August 2015, Pages: 816–846, Amber Schultz Bismack, Anna Maria Arias, Elizabeth A. Davis and Annemarie Sullivan Palincsar

    Version of Record online : 20 MAR 2015, DOI: 10.1002/tea.21220

  14. School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school

    Journal of Research in Science Teaching

    Volume 50, Issue 8, October 2013, Pages: 952–988, Dana Vedder-Weiss and David Fortus

    Version of Record online : 20 AUG 2013, DOI: 10.1002/tea.21103

  15. Argumentation and participation patterns in general chemistry peer-led sessions

    Journal of Research in Science Teaching

    Volume 50, Issue 10, December 2013, Pages: 1207–1231, Ushiri Kulatunga, Richard S. Moog and Jennifer E. Lewis

    Version of Record online : 7 OCT 2013, DOI: 10.1002/tea.21107

  16. Engaging in argument and communicating information: A case study of english language learners and their science teacher in an urban high school

    Journal of Research in Science Teaching

    Volume 51, Issue 1, January 2014, Pages: 31–64, Lauren Honeycutt Swanson, Julie A. Bianchini and Jin Sook Lee

    Version of Record online : 4 NOV 2013, DOI: 10.1002/tea.21124

  17. Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations

    Journal of Research in Science Teaching

    Volume 51, Issue 2, February 2014, Pages: 147–174, Kihyun Ryoo and Marcia C. Linn

    Version of Record online : 11 DEC 2013, DOI: 10.1002/tea.21128

  18. Empirical refinements of a molecular genetics learning progression: The molecular constructs

    Journal of Research in Science Teaching

    Amber Todd and Lisa Kenyon

    Version of Record online : 18 JUN 2015, DOI: 10.1002/tea.21262

  19. Empirical validation of integrated learning performances for hydrologic phenomena: 3rd-grade students' model-driven explanation-construction

    Journal of Research in Science Teaching

    Volume 52, Issue 7, September 2015, Pages: 895–921, Cory T. Forbes, Laura Zangori and Christina V. Schwarz

    Version of Record online : 20 MAR 2015, DOI: 10.1002/tea.21226

  20. Comparing three online testing modalities: Using static, active, and interactive online testing modalities to assess middle school students' understanding of fundamental ideas and use of inquiry skills related to ecosystems

    Journal of Research in Science Teaching

    Volume 51, Issue 4, April 2014, Pages: 523–554, George E. DeBoer, Edys S. Quellmalz, Jodi L. Davenport, Michael J. Timms, Cari F. Herrmann-Abell, Barbara C. Buckley, Kevin A. Jordan, Chun-Wei Huang and Jean C. Flanagan

    Version of Record online : 27 JAN 2014, DOI: 10.1002/tea.21145