Research Article

Classroom communities' adaptations of the practice of scientific argumentation

  1. Leema K. Berland1,*,
  2. Brian J. Reiser2

Article first published online: 1 OCT 2010

DOI: 10.1002/sce.20420

Issue

Science Education

Science Education

Volume 95, Issue 2, pages 191–216, March 2011

Additional Information

How to Cite

Berland, L. K. and Reiser, B. J. (2011), Classroom communities' adaptations of the practice of scientific argumentation. Sci. Ed., 95: 191–216. doi: 10.1002/sce.20420

Author Information

  1. 1

    Curriculum and Instruction, University of Texas at Austin, TX 78712, USA

  2. 2

    Learning Sciences, Northwestern University, Evanston, IL 60208, USA

*Curriculum and Instruction, University of Texas at Austin, TX 78712, USA

Publication History

  1. Issue published online: 8 FEB 2011
  2. Article first published online: 1 OCT 2010
  3. Manuscript Accepted: 23 AUG 2010
  4. Manuscript Revised: 29 JUL 2010
  5. Manuscript Received: 22 JUL 2009

Funded by

  • Center for Curriculum Materials in Science, National Science Foundation. Grant Number: ESI-0227557
  • Investigating and Questioning Our World through Science and Technology, National Science Foundation. Grant Numbers: ESI-0439493, ESI-0101780
  • The opinions expressed herein are those of the authors and not necessarily those of the NSF

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View Full Article (HTML) Get PDF (270K)