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
Version of Record online: 25 MAR 2013
Copyright © 2013 Wiley Periodicals, Inc.
Journal of Research in Science Teaching
Volume 50, Issue 5, pages 561–596, May 2013
How to Cite
Walker, J. P. and Sampson, V. (2013), 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. J. Res. Sci. Teach., 50: 561–596. doi: 10.1002/tea.21082
- Issue online: 12 APR 2013
- Version of Record online: 25 MAR 2013
- Manuscript Accepted: 25 JAN 2013
- Manuscript Received: 13 SEP 2011
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