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Beyza Ucar-Longford, Anesa Hosein & Marion Heron. (2024) Improving pre-service teachers’ argumentation skills: A holistic online scaffolding design approach. Journal of Digital Learning in Teacher Education 0:0, pages 1-21.
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Hayden Godfrey & Sibel Erduran. (2023) Argumentation and intellectual humility: a theoretical synthesis and an empirical study about students’ warrants. Research in Science & Technological Education 41:4, pages 1350-1371.
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Guoqing Zhao, Rongchi Zhao, Xinyuan Li, Yanyan Duan & Taotao Long. (2023) Are preservice science teachers (PSTs) prepared for teaching argumentation? Evidence from a university teacher preparation program in China. Research in Science & Technological Education 41:1, pages 170-189.
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Yu-Ren Lin. (2022) The influence of students’ position on argumentation learning through online and face-to-face environments. International Journal of Science Education 44:17, pages 2632-2657.
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Steven Puttick & Nicola Warren-Lee. (2021) Geography mentors’ written lesson observation feedback during initial teacher education. International Research in Geographical and Environmental Education 30:2, pages 95-111.
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Esra Capkinoglu, Pinar Seda Cetin & Duygu Metin Peten. (2021) How do pre-service science teachers evaluate the persuasiveness of a socioscientific argument?. International Journal of Science Education 43:4, pages 594-623.
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Esen Uzuntiryaki-Kondakci, Mustafa Tuysuz, Esra Sarici, Ceren Soysal & Selcuk Kilinc. (2021) The role of the argumentation-based laboratory on the development of pre-service chemistry teachers’ argumentation skills. International Journal of Science Education 43:1, pages 30-55.
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Sibel Erduran, Liam Guilfoyle & Wonyong Park. 2024. Disciplinary and Interdisciplinary Education in STEM. Disciplinary and Interdisciplinary Education in STEM
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Maria Evagorou, Elena Papanastasiou & Maria Vrikki. (2023) What do we really know about students’ written arguments? Evaluating written argumentation skills. European Journal of Science and Mathematics Education 11:4, pages 615-634.
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Aybike Gökçehan CENK & Feride ERCAN YALMAN. (2023) Fen Bilimleri Öğretmen Adaylarının Farklı Sosyobilimsel Konularda Argümantasyon Formları ve İkilem Kartları Aracılığıyla Tartışma Becerilerinin Belirlenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:57, pages 1234-1255.
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Jessica Chan & Sibel Erduran. (2022) The Impact of Collaboration Between Science and Religious Education Teachers on Their Understanding and Views of Argumentation. Research in Science Education 53:1, pages 121-137.
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Oktavia Sulistina & Rita Salimaturosidah. Development of senior high school students’ workbook “redox and electrochemistry” using SSI as a context in inquiry-based learning. Development of senior high school students’ workbook “redox and electrochemistry” using SSI as a context in inquiry-based learning.
Ayça CİRİT GÜL & Zeki APAYDIN. (2021) ÖĞRETMEN ADAYLARININ ARGÜMANTASYON BECERİLERİNİN ÇEŞİTLİ DEĞİŞKENLERE GÖRE ANALİZİ: BİR UZAKTAN EĞİTİM ÇALIŞMASIANALYSIS OF PRESERVICE TEACHER’ ARGUMENTATION SKILLS ACCORDING TO VARIOUS VARIABLES: A DISTANCE EDUCATION STUDY. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 21:3, pages 732-758.
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Rabiya KIRAN & Eylem YILDIZ FEYZİOĞLU. (2021) Development of Self-Efficacy for Argumentation Scale. Kuramsal Eğitimbilim 14:3, pages 449-475.
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Leticia Garcia Romano, Maricel Occelli & Agustín Adúriz-Bravo. (2021) School Scientific Argumentation Enriched by Digital Technologies: Results With Pre- and in-Service Science Teachers. Eurasia Journal of Mathematics, Science and Technology Education 17:7, pages em1982.
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Serkan Aslan. (2019) THE IMPACT OF ARGUMENTATION-BASED TEACHING AND SCENARIO-BASED LEARNING METHOD ON THE STUDENTS’ ACADEMIC ACHIEVEMENT. Journal of Baltic Science Education 18:2, pages 171-183.
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Dilek KARIŞAN, Özgül YILMAZ-TÜZÜN & Dana ZEİDLER. (2018) Pre-service teachers’ reflective judgment skills in the context of socio-scientific issues based inquiry laboratory courseÖğretmen adaylarının sosyo-bilimsel konular temelli fen laboratuvarı dersindeki yansıtıcı muhakeme becerileri. Turkish Journal of Education 7:2, pages 99-116.
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