Citations (31)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (14)
Jeanne Ting Chowning. (2023) “We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation. Cognition and Instruction 41:4, pages 436-471.
Read now
Read now
Araitz Uskola & Nahia Seijas. (2023) Use of data obtained in the field and its contribution to the process of construction of the geological change model by preservice elementary teachers. Research in Science & Technological Education 41:4, pages 1330-1349.
Read now
Read now
Patrick Enderle, Jonathon Grooms, Victor Sampson, Ozden Sengul & Yotah Koulagna. (2022) How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices. International Journal of Science Education 44:14, pages 1-27.
Read now
Read now
Erin E. Peters-Burton, Jordan Goffena & Stephanie M. Stehle. (2022) Utility of a self-regulated learning microanalysis for assessing learning during professional development. The Journal of Experimental Education 90:3, pages 523-549.
Read now
Read now
Asli Sezen-Barrie, Nicole Shea & Jenna Hope Borman. (2019) Probing into the sources of ignorance: science teachers’ practices of constructing arguments or rebuttals to denialism of climate change. Environmental Education Research 25:6, pages 846-866.
Read now
Read now
Carolina Martín-Gámez & Sibel Erduran. (2018) Understanding argumentation about socio-scientific issues on energy: a quantitative study with primary pre-service teachers in Spain. Research in Science & Technological Education 36:4, pages 463-483.
Read now
Read now
Katherine L. McNeill, Lisa M. Marco-Bujosa, María González-Howard & Suzanna Loper. (2018) Teachers’ enactments of curriculum: Fidelity to Procedure versus Fidelity to Goal for scientific argumentation. International Journal of Science Education 40:12, pages 1455-1475.
Read now
Read now
Preethi Titu, Elizabeth A. Ring-Whalen, Julie C. Brown & Gillian H. Roehrig. (2018) Exploring Changes in Science Teachers’ Attitudes Toward Culturally Diverse Students During an Equity-Focused Course. Journal of Science Teacher Education 29:5, pages 378-396.
Read now
Read now
Ying-Chih Chen, Lindsey Mineweaser, Danielle Accetta & Dalton Noonan. (2018) Connecting Argumentation to 5E Inquiry for Preservice Teachers. Journal of College Science Teaching 47:5, pages 22-28.
Read now
Read now
Joel D. Donna & Sarah R. Hick. (2017) Developing Elementary Preservice Teacher Subject Matter Knowledge Through the Use of Educative Science Curriculum Materials. Journal of Science Teacher Education 28:1, pages 92-110.
Read now
Read now
Julie C. Brown & Kent J. Crippen. (2016) Designing for culturally responsive science education through professional development. International Journal of Science Education 38:3, pages 470-492.
Read now
Read now
Todd Campbell, Rebecca Zuwallack, Max Longhurst, Brett E. Shelton & Paul G. Wolf. (2014) An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development. International Journal of Science Education 36:11, pages 1815-1848.
Read now
Read now
Julie C. Brown, Julie R. Bokor, Kent J. Crippen & Mary Jo Koroly. (2014) Translating Current Science into Materials for High School via a Scientist–Teacher Partnership. Journal of Science Teacher Education 25:3, pages 239-262.
Read now
Read now
Lauren Barth-Cohen, Tracy E. Dobie, José F. Gutiérrez, Rachel Carlsruh & Kevin Greenberg. Preservice Elementary Teachers’ Knowledge Resources for Blending Arguments and Representations in Science. Journal of Science Teacher Education 0:0, pages 1-23.
Read now
Read now
Articles from other publishers (17)
Raphael Wess, Burkhard Priemer & Ilka Parchmann. (2023) Professional development programs to improve science teachers’ skills in the facilitation of argumentation in science classroom—a systematic review. Disciplinary and Interdisciplinary Science Education Research 5:1.
Crossref
Crossref
Anat ZoharAnat Zohar. 2023. Scaling-up Higher Order Thinking. Scaling-up Higher Order Thinking
65
89
.
Astrid K. Northrup, Andrea C. Burrows Borowczak & Timothy F. Slater. (2022) K-12 Teachers’ Perceptions and Experiences in Starting to Teach Computer Science. Education Sciences 12:11, pages 742.
Crossref
Crossref
Mustafa Sami Topçu, Nejla Atabey & Ayşe Çiftçi. 2022. Innovative Approaches to Socioscientific Issues and Sustainability Education. Innovative Approaches to Socioscientific Issues and Sustainability Education
135
158
.
Ali Yiğit Kutluca. (2021) An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience. Science Education 105:4, pages 743-775.
Crossref
Crossref
Andrea C. Burrows, Mike Borowczak, Adam Myers, Andria C. Schwortz & Courtney McKim. (2021) Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”. Education Sciences 11:1, pages 21.
Crossref
Crossref
Yan Dong, Jing Wang, Yunying Yang & Premnadh M. Kurup. (2020) Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education 7:1.
Crossref
Crossref
Jonathan F. Osborne, Hilda Borko, Evan Fishman, Florencia Gomez Zaccarelli, Eric Berson, K. C. Busch, Emily Reigh & Anita Tseng. (2019) Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation. American Educational Research Journal 56:4, pages 1067-1112.
Crossref
Crossref
Katherine L. McNeill & Leema Berland. (2016) What is (or should be) scientific evidence use in k‐12 classrooms?. Journal of Research in Science Teaching 54:5, pages 672-689.
Crossref
Crossref
KATHERINE L. McNEILL, MARÍA GONZÁLEZ‐HOWARD, REBECCA KATSH‐SINGER & SUZANNA LOPER. (2017) Moving Beyond Pseudoargumentation: Teachers’ Enactments of an Educative Science Curriculum Focused on Argumentation. Science Education 101:3, pages 426-457.
Crossref
Crossref
Márcia Gorette Lima da Silva, Conxita Marquez Bargalló & Begonya Oliveras Prat. (2017) Análisis de las dificultades de futuros profesores de química al leer críticamente un artículo de prensa. Educação e Pesquisa 43:2, pages 535-552.
Crossref
Crossref
Deborah G. Herrington, Ellen J. Yezierski & Senetta F. Bancroft. (2016) Tool trouble: Challenges with using self‐report data to evaluate long‐term chemistry teacher professional development. Journal of Research in Science Teaching 53:7, pages 1055-1081.
Crossref
Crossref
Andrea C. Burrows, Michael A. DiPompeo, Adam D. Myers, Ryan C. Hickox, Mike Borowczak, Debbie A. French & Andria C. Schwortz. (2016) AUTHENTIC SCIENCE EXPERIENCES: PRE-COLLEGIATE SCIENCE EDUCATORS’ SUCCESSES AND CHALLENGES DURING PROFESSIONAL DEVELOPMENT. Problems of Education in the 21st Century 70:1, pages 59-73.
Crossref
Crossref
Katherine L. McNeill, María González‐Howard, Rebecca Katsh‐Singer & Suzanna Loper. (2015) Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation. Journal of Research in Science Teaching 53:2, pages 261-290.
Crossref
Crossref
Todd Campbell, Max L. Longhurst, Shiang-Kwei Wang, Hui-Yin Hsu & Dan C. Coster. (2015) Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies. Journal of Science Education and Technology 24:5, pages 562-579.
Crossref
Crossref
Andrea C. Burrows. (2015) PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS. Problems of Education in the 21st Century 65:1, pages 28-38.
Crossref
Crossref
KATHERINE L. McNEILL & AMANDA M. KNIGHT. (2013) Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K-12 Teachers. Science Education 97:6, pages 936-972.
Crossref
Crossref