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Yeung Chung Lee, Marcus Grace, Willeke Rietdijk & Yuet Chu Lui. (2019) A cross-cultural, cross-age, and cross-gender study of Hong Kong and UK secondary students' decision making about a biological conservation issue. International Journal of Science Education 41:18, pages 2696-2715.
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Monde Kazeni & Gilbert Onwu. (2013) Comparative Effectiveness of Context-based and Traditional Approaches in Teaching Genetics: Student Views and Achievement. African Journal of Research in Mathematics, Science and Technology Education 17:1-2, pages 50-62.
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Chan-Choong Foong & Esther
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Articles from other publishers (19)
Soo-min Lim & Youngshin Kim. (2023) GENDER DIFFERENCES IN EXPERIENCES OF 6TH-GRADE STUDENTS INQUIRY ACTIVITIES IN THE REPUBLIC OF KOREA. Journal of Baltic Science Education 22:5, pages 881-899.
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Hüseyin POLAT & Fatma Bilge EMRE. (2022) Argümantasyon Yönteminin Eleştirel Düşünme Becerileri Üzerine Etkisi: Meta-Analiz ÇalışmasıThe Effect of Argumentation Method on Critical Thinking Skills: Meta-Analysis Study. İnönü Üniversitesi Eğitim Fakültesi Dergisi 23:3, pages 1624-1643.
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Olli-Pekka Heinimäki, Simone Volet, Cheryl Jones, Eero Laakkonen & Marja Vauras. (2021) Student participatory role profiles in collaborative science learning: Relation of within-group configurations of role profiles and achievement. Learning, Culture and Social Interaction 30, pages 100539.
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Aysegul Oguz Namdar & Bahadir Namdar. 2021. Socioscientific Issues-Based Instruction for Scientific Literacy Development. Socioscientific Issues-Based Instruction for Scientific Literacy Development
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Yosan Setyo Utomo, Ashadi & Sarwanto. (2019) Argumentation Skills Profile on 8th Grade Students using Toulmin’s Argument Pattern on Controversial Topic. Journal of Physics: Conference Series 1233, pages 012095.
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C.‐H. Lin, C.‐H. Chiu, C.‐C. Hsu, T.‐I. Wang & C.‐H. Chen. (2018) The effects of computerized inquiry‐stage‐dependent argumentation assistance on elementary students' science process and argument construction skills. Journal of Computer Assisted Learning 34:3, pages 279-292.
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Volkan BİLİR, Azize DİGİLLİ BARAN & Sedat KARAÇAM. (2018) Atomic Theories That Preservice Science Teachers Confuse and Underlying ReasonsAtomic Theories That Preservice Science Teachers Confuse and Underlying Reasons. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19:1, pages 212-220.
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Li-Yu Huang, Hsiao-Ching She & Tzyy-Ping Jung. (2018) Neural Oscillation Correlates Chemistry Decision-Making. International Journal of Neural Systems 28:03, pages 1750031.
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Beatriz Bravo-Torija & María-Pilar Jiménez-Aleixandre. (2017) Developing an Initial Learning Progression for the Use of Evidence in Decision-Making Contexts. International Journal of Science and Mathematics Education 16:4, pages 619-638.
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Pablo Antonio Archila. (2017) Evaluating Arguments from a Play about Ethics in Science: A Study with Medical Learners. Argumentation 32:1, pages 53-76.
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Pablo Antonio Archila. (2017) Using Drama to Promote Argumentation in Science Education. Science & Education 26:3-4, pages 345-375.
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Pablo Antonio Archila. (2015) Using History and Philosophy of Science to Promote Students’ Argumentation. Science & Education 24:9-10, pages 1201-1226.
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Vasilia Christidou, Anastasia Dimitriou, Nikos Barkas, Maria Papadopoulou & Stergios Grammenos. (2015) “YOUNG NOISE RESEARCHERS”: AN INTERVENTION TO PROMOTE NOISE AWARENESS IN PRESCHOOL CHILDREN. Journal of Baltic Science Education 14:5, pages 569-585.
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Kalypso Iordanou & C.P. Constantinou. (2014) Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues. Learning and Instruction 34, pages 42-57.
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Craig Haen. (2014) Examining roles in children's group therapy: Applying a dramaturgical role instrument to group process. The Arts in Psychotherapy 41:5, pages 554-562.
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Martin Braund & Joanne Leigh. (2012) Frequency and Efficacy of Talk-Related Tasks in Primary Science. Research in Science Education 43:2, pages 457-478.
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Chan-Choong Foonga & Esther G.S. Daniela. (2010) Incompetent grounds in science students’ arguments: What is amiss in the argumentation process?. Procedia - Social and Behavioral Sciences 9, pages 1198-1207.
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Chan-Choong Foong & Esther G.S. Daniel. (2010) Assessing students’ arguments made in socio-scientific contexts: The considerations of structural complexity and the depth of content knowledge. Procedia - Social and Behavioral Sciences 9, pages 1120-1127.
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