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Articles

Supporting and Promoting Argumentation Discourse in Science Education

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Pages 39-72 | Published online: 28 Mar 2008

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Susanna E. Honig, Robin Dunkin, Tamara Ball & Lisa Hunter. (2024) Adapting Undergraduate Biology to Include Science Practices by Teaching Students to Generate Scientific Explanations. Journal of Biological Education 0:0, pages 1-16.
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Liam Guilfoyle, Judith Hillier & Nigel Fancourt. (2023) Students’ argumentation in the contexts of science, religious education, and interdisciplinary science-religious education scenarios. Research in Science & Technological Education 41:2, pages 759-776.
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Vaille Dawson & Grady Venville. (2022) Testing a methodology for the development of socioscientific issues to enhance middle school students’ argumentation and reasoning. Research in Science & Technological Education 40:4, pages 499-514.
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Allan Feldman, Molly Nation & Katie Laux. (2022) The effects of extended action research-based professional development on the teaching of climate science. Educational Action Research 30:4, pages 609-625.
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Tore Van Der Leij, Lucy Avraamidou, Arjen Wals & Martin Goedhart. (2022) Supporting Secondary Students’ Morality Development in Science Education. Studies in Science Education 58:2, pages 141-181.
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Ronald W. Rinehart, Mason Kuhn & Todd M. Milford. (2022) The relationship between epistemic cognition and dialogic feedback in elementary and middle school science classrooms. Research in Science & Technological Education 40:3, pages 389-406.
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Wonyong Park, Sibel Erduran & Liam Guilfoyle. (2022) Secondary teachers’ instructional practices on argumentation in the context of science and religious education. International Journal of Science Education 44:8, pages 1251-1276.
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Ester Aflalo & Ayala Raviv. (2022) Characteristics of classroom discourse in physics lessons. Research in Science & Technological Education 40:2, pages 168-188.
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Nina Vaupotič, Dorothe Kienhues & Regina Jucks. (2022) Gaining insight through explaining? How generating explanations affects individuals’ perceptions of their own and of experts’ knowledge. International Journal of Science Education, Part B 12:1, pages 42-59.
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Kathleen A. Weiss, Mark A. McDermott & Brian Hand. (2022) Characterising immersive argument-based inquiry learning environments in school-based education: a systematic literature review. Studies in Science Education 58:1, pages 15-47.
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Paolo Infante & Peter R. Licona. (2021) Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom. International Journal of Bilingual Education and Bilingualism 24:7, pages 913-926.
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Oktay Kızkapan & Oktay Bektaş. (2021) Enhancing seventh-grade students’ academic achievement through epistemologically enriched argumentation instruction. International Journal of Science Education 43:10, pages 1600-1617.
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Liam Guilfoyle, Sibel Erduran & Wonyong Park. (2021) An investigation into secondary teachers’ views of argumentation in science and religious education. Journal of Beliefs & Values 42:2, pages 190-204.
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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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Matthew Kloser, Amanda Edelman, Catherine Floyd, Jose Felipe Martínez, Brian Stecher, Jayashri Srinivasan & Erin Lavin. (2021) Interrogating Practice or Show and Tell?: Using a Digital Portfolio to Anchor a Professional Learning Community of Science Teachers. Journal of Science Teacher Education 32:2, pages 210-241.
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Elie Rached & Michel Grangeat. (2021) French teachers’ informal formative assessment in the context of inquiry-based learning. International Journal of Science Education 43:3, pages 385-406.
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Beyza Uçar & Yasemin Demiraslan Çevik. (2021) The Effect of Argument Mapping Supported with Peer Feedback on Pre-Service Teachers' Argumentation Skills. Journal of Digital Learning in Teacher Education 37:1, pages 6-29.
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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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Shingo Uchinokura. (2020) Primary and lower secondary students’ perceptions of representational practices in science learning: focus on drawing and writing. International Journal of Science Education 42:18, pages 3003-3025.
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Laurence Viennot. (2020) How to choose which explanation to use with students? Discussing the tensiometer with beginning teachers. International Journal of Science Education 42:17, pages 2898-2920.
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G. Michael Bowen & Anthony Bartley. (2020) Helping students make sense of the “real world” data mess. Science Activities 57:4, pages 143-153.
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Rola Khishfe. (2020) Retention of acquired argumentation skills and nature of science conceptions. International Journal of Science Education 42:13, pages 2181-2204.
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Stephen Randall Burgin. (2020) A three-dimensional conceptualization of authentic inquiry-based practices: a reflective tool for science educators. International Journal of Science Education 42:9, pages 1465-1484.
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Rachel A. Short, Marina Y. Van der Eb & Susan R. McKay. (2020) Effect of productive discussion on written argumentation in earth science classrooms. The Journal of Educational Research 113:1, pages 46-58.
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Antonia Larrain, Paulina Freire, Patricia López & Valeska Grau. (2019) Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge. Cognition and Instruction 37:4, pages 453-482.
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Xiaowei Xuan, Qingna Jin, Injeong Jo, Yushan Duan & Mijung Kim. (2019) The Potential Contribution of Geography Curriculum to Scientific Literacy. Journal of Geography 118:5, pages 185-196.
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Jesper Bruun, Mats Lindahl & Cedric Linder. (2019) Network analysis and qualitative discourse analysis of a classroom group discussion. International Journal of Research & Method in Education 42:3, pages 317-339.
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Timothy L. Foutz. (2019) Using argumentation as a learning strategy to improve student performance in engineering Statics. European Journal of Engineering Education 44:3, pages 312-329.
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Rafael Quintana & Christian Schunn. (2019) Who Benefits From a Foundational Logic Course? Effects on Undergraduate Course Performance. Journal of Research on Educational Effectiveness 12:2, pages 191-214.
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Jamie N. Mikeska, Heather Howell & Carrie Straub. (2019) Using Performance Tasks within Simulated Environments to Assess Teachers’ Ability to Engage in Coordinated, Accumulated, and Dynamic (CAD) Competencies. International Journal of Testing 19:2, pages 128-147.
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Stephanie M. Lemley, Steven M. Hart & James R. King. (2019) Teacher Inquiry Develops Elementary Teachers’ Disciplinary Literacy. Literacy Research and Instruction 58:1, pages 12-30.
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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.
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Shiyu Liu & Frances Lawrenz. (2018) Exploring college students’ cognitive patterns during reasoning. International Journal of Science Education 40:14, pages 1736-1754.
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Susan R. Goldman. (2018) Discourse of Learning and the Learning of Discourse. Discourse Processes 55:5-6, pages 434-453.
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Antonia Larrain, Christine Howe & Paulina Freire. (2018) ‘More is not necessarily better’: curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge. Research in Science & Technological Education 36:3, pages 282-301.
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Yang Yang, Xiufeng Liu & Joseph A. Gardella$suffix/text()$suffix/text(). (2018) Effects of Professional Development on Teacher Pedagogical Content Knowledge, Inquiry Teaching Practices, and Student Understanding of Interdisciplinary Science. Journal of Science Teacher Education 29:4, pages 263-282.
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Hagop A. Yacoubian & Rola Khishfe. (2018) Argumentation, critical thinking, nature of science and socioscientific issues: a dialogue between two researchers. International Journal of Science Education 40:7, pages 796-807.
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Yashwantrao Ramma, Ajeevsing Bholoa, Mike Watts & Pascal Sylvain Nadal. (2018) Teaching and learning physics using technology: Making a case for the affective domain. Education Inquiry 9:2, pages 210-236.
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Gregor Torkar, Stanislav Avsec, Mojca Čepič, Vesna Ferk Savec & Mojca Juriševič. (2018) Science and Technology Education in Slovenian Compulsory Basic School: Possibilities for Gifted Education. Roeper Review 40:2, pages 139-150.
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Rebecca Jacobsen, Anne-Lise Halvorsen, Amanda Slaten Frasier, Adam Schmitt, Margaret Crocco & Avner Segall. (2018) Thinking Deeply, Thinking Emotionally: How High School Students Make Sense of Evidence. Theory & Research in Social Education 46:2, pages 232-276.
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Ornit Sagy, Yael Kali, Masha Tsaushu & Tali Tal. (2018) The Culture of Learning Continuum: promoting internal values in higher education. Studies in Higher Education 43:3, pages 416-436.
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Aik-Ling Tan, Peter Peng Foo Lee & Yin Hong Cheah. (2017) Educating science teachers in the twenty-first century: implications for pre-service teacher education. Asia Pacific Journal of Education 37:4, pages 453-471.
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Mengxiao Zhu, Hee-Sun Lee, Ting Wang, Ou Lydia Liu, Vinetha Belur & Amy Pallant. (2017) Investigating the impact of automated feedback on students’ scientific argumentation. International Journal of Science Education 39:12, pages 1648-1668.
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Yasemin Özdem Yilmaz, Jale Cakiroglu, Hamide Ertepinar & Sibel Erduran. (2017) The pedagogy of argumentation in science education: science teachers’ instructional practices. International Journal of Science Education 39:11, pages 1443-1464.
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Colby Tofel-Grehl, Carolyn M. Callahan & Louis S. Nadelson. (2017) Comparative analyses of discourse in specialized STEM school classes. The Journal of Educational Research 110:3, pages 294-307.
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Virginia Snodgrass Rangel, Elizabeth R. Bell & Carlos Monroy. (2017) A descriptive analysis of instructional coaches’ data use in science. School Effectiveness and School Improvement 28:2, pages 217-241.
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Nina Eliasson, Karl Göran Karlsson & Helene Sørensen. (2017) The role of questions in the science classroom – how girls and boys respond to teachers’ questions. International Journal of Science Education 39:4, pages 433-452.
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Elizabeth L. Adams, Sarah J. Carrier, James Minogue, Stephen R. Porter, Andrew McEachin, Temple A. Walkowiak & Rebecca A. Zulli. (2017) The development and validation of the Instructional Practices Log in Science: a measure of K-5 science instruction. International Journal of Science Education 39:3, pages 335-357.
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Yu-Ren Lin, Cheng-Yu Hung & Jeng-Fung Hung. (2017) Exploring teachers’ meta-strategic knowledge of science argumentation teaching with the repertory grid technique. International Journal of Science Education 39:2, pages 105-134.
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Anna Maria Arias, P. Sean Smith, Elizabeth A. Davis, John-Carlos Marino & Annemarie S. Palincsar. (2017) Justifying Predictions: Connecting Use of Educative Curriculum Materials to Students’ Engagement in Science Argumentation. Journal of Science Teacher Education 28:1, pages 11-35.
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Vaille Dawson & Katherine Carson. (2017) Using climate change scenarios to assess high school students’ argumentation skills. Research in Science & Technological Education 35:1, pages 1-16.
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Silvia Wen-Yu Lee, Jyh-Chong Liang & Chin-Chung Tsai. (2016) Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning. International Journal of Science Education 38:15, pages 2327-2345.
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Donggil Song, Arafeh Karimi & Paul Kim. (2016) A Remotely Operated Science Experiment framework for under-resourced schools. Interactive Learning Environments 24:7, pages 1706-1724.
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Diane Silva Pimentel & Katherine L. McNeill. (2016) Secondary science students’ beliefs about class discussions: a case study comparing and contrasting academic tracks. International Journal of Science Education 38:12, pages 2047-2068.
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Stefannie de Sá Ibraim & Rosária Justi. (2016) Teachers' knowledge in argumentation: contributions from an explicit teaching in an initial teacher education programme. International Journal of Science Education 38:12, pages 1996-2025.
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Ayhan Cinici. (2016) Balancing the pros and cons of GMOs: socio-scientific argumentation in pre-service teacher education. International Journal of Science Education 38:11, pages 1841-1866.
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Susan R. Goldman, M. Anne Britt, Willard Brown, Gayle Cribb, MariAnne George, Cynthia Greenleaf, Carol D. Lee, Cynthia Shanahan & Project READI. (2016) Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist 51:2, pages 219-246.
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Christa S. C. Asterhan & Baruch B. Schwarz. (2016) Argumentation for Learning: Well-Trodden Paths and Unexplored Territories. Educational Psychologist 51:2, pages 164-187.
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Kathryn N. Hayes, Christine S. Lee, Rachelle DiStefano, Dawn O’Connor & Jeffery C. Seitz. (2016) Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS. Journal of Science Teacher Education 27:2, pages 137-164.
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Yu-Ren Lin & Jeng-Fung Hung. (2016) The analysis and reconciliation of students’ rebuttals in argumentation activities. International Journal of Science Education 38:1, pages 130-155.
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Doug Lombardi, E. Michael Nussbaum & Gale M. Sinatra. (2016) Plausibility Judgments in Conceptual Change and Epistemic Cognition. Educational Psychologist 51:1, pages 35-56.
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Ros Roberts & Philip Johnson. (2015) Understanding the quality of data: a concept map for ‘the thinking behind the doing’ in scientific practice. The Curriculum Journal 26:3, pages 345-369.
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Wen-Tsung Yang, Yu-Ren Lin, Hsiao-Ching She & Kai-Yi Huang. (2015) The Effects of Prior-knowledge and Online Learning Approaches on Students’ Inquiry and Argumentation Abilities. International Journal of Science Education 37:10, pages 1564-1589.
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Nadja Belova, Shu-Nu Chang Rundgren & Ingo Eilks. (2015) Advertising and science education: a multi-perspective review of the literature. Studies in Science Education 51:2, pages 169-200.
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Daniela Kênia B.S. Oliveira, Rosária Justi & Paula Cristina Cardoso Mendonça. (2015) The Use of Representations and Argumentative and Explanatory Situations. International Journal of Science Education 37:9, pages 1402-1435.
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Martin Braund, Trevor Moodley, Christelle Ekron & Zaiboenisha Ahmed. (2015) Crossing the Border: Science Student Teachers Using Role-play in Grade 7. African Journal of Research in Mathematics, Science and Technology Education 19:2, pages 107-117.
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Rodrigo Drumond Vieira, José Roberto da Rocha Bernardo, Maria Evagorou & Viviane Florentino de Melo. (2015) Argumentation in Science Teacher Education: The simulated jury as a resource for teaching and learning. International Journal of Science Education 37:7, pages 1113-1139.
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Kimberly A. Lawless & Scott W. Brown. (2015) Developing scientific literacy skills through interdisciplinary, technology-based global simulations: GlobalEd 2. The Curriculum Journal 26:2, pages 268-289.
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Jonathan T. Shemwell, Kalee R. Gwarjanski, Daniel K. Capps, Shirly Avargil & Joanna L. Meyer. (2015) Supporting Teachers to Attend to Generalisation in Science Classroom Argumentation. International Journal of Science Education 37:4, pages 599-628.
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Lee Ling Heng, Johari Surif & Cher Hau Seng. (2015) Malaysian Students' Scientific Argumentation: Do groups perform better than individuals?. International Journal of Science Education 37:3, pages 505-528.
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Rainer Bromme, Eva Thomm & Veronika Wolf. (2015) From Understanding to Deference: Laypersons' and Medical Students' Views on Conflicts Within Medicine. International Journal of Science Education, Part B 5:1, pages 68-91.
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Marianne Ødegaard, Berit Haug, Sonja M. Mork & Gard Ove Sørvik. (2014) Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach. International Journal of Science Education 36:18, pages 2997-3020.
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Sae Yeol Yoon, Jee Kyung Suh & Soonhye Park. (2014) Korean Students' Perceptions of Scientific Practices and Understanding of Nature of Science. International Journal of Science Education 36:16, pages 2666-2693.
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Mijung Kim & Wolff-Michael Roth. (2014) Argumentation as/in/for dialogical relation: a case study from elementary school science. Pedagogies: An International Journal 9:4, pages 300-321.
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Nicolai Basel, Ute Harms, Helmut Prechtl, Thomas Weiß & Martin Rothgangel. (2014) Students’ arguments on the science and religion issue: the example of evolutionary theory and Genesis. Journal of Biological Education 48:4, pages 179-187.
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Lindsay B. Wheeler, Jennifer L. Maeng & Lara K. Smetana. (2014) Incorporating Argumentation through Forensic Science. Science Activities 51:3, pages 67-77.
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Jonathon Grooms, Victor Sampson & Barry Golden. (2014) Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues. International Journal of Science Education 36:9, pages 1412-1433.
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Cláudia Faria, Sofia Freire, Mónica Baptista & Cecília Galvão. (2014) The Construction of a Reasoned Explanation of a Health Phenomenon: An analysis of competencies mobilized. International Journal of Science Education 36:9, pages 1476-1490.
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Pinar Seda Cetin, Nihal Dogan & Ali Yigit Kutluca. (2014) The Quality of Pre-service Science Teachers’ Argumentation: Influence of Content Knowledge. Journal of Science Teacher Education 25:3, pages 309-331.
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Antonia Larrain, Paulina Freire & Christine Howe. (2014) Science Teaching and Argumentation: One-sided versus dialectical argumentation in Chilean middle-school science lessons. International Journal of Science Education 36:6, pages 1017-1036.
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Rainer Bromme & Susan R. Goldman. (2014) The Public's Bounded Understanding of Science. Educational Psychologist 49:2, pages 59-69.
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Ron Gray & Nam-Hwa Kang. (2014) The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics. International Journal of Science Education 36:1, pages 46-65.
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Pinar Seda Cetin. (2014) Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills. Research in Science & Technological Education 32:1, pages 1-20.
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Doug Lombardi, Viviane Seyranian & GaleM. Sinatra. (2014) Source Effects and Plausibility Judgments When Reading About Climate Change. Discourse Processes 51:1-2, pages 75-92.
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Sandra Gilabert, Merce Garcia-Mila & Mark K. Felton. (2013) The Effect of Task Instructions on Students’ Use of Repetition in Argumentative Discourse. International Journal of Science Education 35:17, pages 2857-2878.
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Erin Peters-Burton & Liz R. Baynard. (2013) Network Analysis of Beliefs About the Scientific Enterprise: A comparison of scientists, middle school science teachers and eighth-grade science students. International Journal of Science Education 35:16, pages 2801-2837.
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Mehmet Aydeniz & Deniz Gürçay. (2013) Assessing quality of pre-service physics teachers’ written arguments. Research in Science & Technological Education 31:3, pages 269-287.
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Derek Hodson. (2013) Don't Be Nervous, Don't Be Flustered, Don't Be Scared. Be Prepared. Canadian Journal of Science, Mathematics and Technology Education 13:4, pages 313-331.
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Yasemin Ozdem, Hamide Ertepinar, Jale Cakiroglu & Sibel Erduran. (2013) The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context. International Journal of Science Education 35:15, pages 2559-2586.
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Paula Cristina Cardoso Mendonça & Rosária Justi. (2013) The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram. International Journal of Science Education 35:14, pages 2407-2434.
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Jazlin Ebenezer. (2013) Social justice pedagogy for all science learners. Studies in Science Education 49:2, pages 252-264.
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Leslie Rupert Herrenkohl & Lindsay Cornelius. (2013) Investigating Elementary Students' Scientific and Historical Argumentation. Journal of the Learning Sciences 22:3, pages 413-461.
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Ebru Kaya. (2013) Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium. International Journal of Science Education 35:7, pages 1139-1158.
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Alina Reznitskaya & Maughn Gregory. (2013) Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching. Educational Psychologist 48:2, pages 114-133.
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Amy Seakins & Justin Dillon. (2013) Exploring Research Themes in Public Engagement Within a Natural History Museum: A Modified Delphi Approach. International Journal of Science Education, Part B 3:1, pages 52-76.
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Adam V. Maltese, Russell N. Balliet & Eric M. Riggs. (2013) Through Their Eyes: Tracking the Gaze of Students in a Geology Field Course. Journal of Geoscience Education 61:1, pages 81-88.
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Colin Foster. (2012) Creationism as a Misconception: Socio-cognitive conflict in the teaching of evolution. International Journal of Science Education 34:14, pages 2171-2180.
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Leema K. Berland & Victor R. Lee. (2012) In Pursuit of Consensus: Disagreement and legitimization during small-group argumentation. International Journal of Science Education 34:12, pages 1857-1882.
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Cynthia M. Passmore & Julia Svoboda. (2012) Exploring Opportunities for Argumentation in Modelling Classrooms. International Journal of Science Education 34:10, pages 1535-1554.
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MichaelJ. Ford. (2012) A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning. Cognition and Instruction 30:3, pages 207-245.
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Eric M. Anderman, Gale M. Sinatra & DeLeon L. Gray. (2012) The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners. Studies in Science Education 48:1, pages 89-117.
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JeffreyT. Grabill & Stacey Pigg. (2012) Messy Rhetoric: Identity Performance as Rhetorical Agency in Online Public Forums. Rhetoric Society Quarterly 42:2, pages 99-119.
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Martin Braund, PeterW. Hewson, Zena Scholtz, Melanie Sadeck & Robert Koopman. (2011) Learning to teach argumentation: Facilitated reflection on a pre-service curriculum in South Africa. Education as Change 15:sup1, pages S79-S93.
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Leema K. Berland. (2011) Explaining Variation in How Classroom Communities Adapt the Practice of Scientific Argumentation. Journal of the Learning Sciences 20:4, pages 625-664.
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Jian-Jung Chen, Huann-shyang Lin, Ying-Shao Hsu & Huei Lee. (2011) Data and Claim: The refinement of science fair work through argumentation. International Journal of Science Education, Part B 1:2, pages 147-164.
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Richard Duschl, Seungho Maeng & Asli Sezen. (2011) Learning progressions and teaching sequences: a review and analysis. Studies in Science Education 47:2, pages 123-182.
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Clare Elizabeth Bond, Chris Philo & Zoe Kai Shipton. (2011) When There isn't a Right Answer: Interpretation and reasoning, key skills for twenty‐first century geoscience. International Journal of Science Education 33:5, pages 629-652.
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Issam Abi‐El‐Mona & Fouad Abd‐El‐Khalick. (2011) Perceptions of the Nature and ‘Goodness’ of Argument among College Students, Science Teachers, and Scientists. International Journal of Science Education 33:4, pages 573-605.
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Ivar Bråten, M. Anne Britt, HelgeI. Strømsø & Jean-François Rouet. (2011) The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model. Educational Psychologist 46:1, pages 48-70.
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Deanna Kuhn, Yanan Wang & Huamei Li. (2010) Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse. Discourse Processes 48:1, pages 26-49.
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JonathanT. Shemwell & Erin Marie Furtak. (2010) Science Classroom Discussion as Scientific Argumentation: A Study of Conceptually Rich (and Poor) Student Talk. Educational Assessment 15:3-4, pages 222-250.
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Fred Lubben, Melanie Sadeck, Zena Scholtz & Martin Braund. (2010) Gauging Students’ Untutored Ability in Argumentation about Experimental Data: A South African case study. International Journal of Science Education 32:16, pages 2143-2166.
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Ros Roberts & Richard Gott. (2010) Questioning the evidence for a claim in a socio‐scientific issue: an aspect of scientific literacy. Research in Science & Technological Education 28:3, pages 203-226.
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Kalypso Iordanou. (2010) Developing Argument Skills Across Scientific and Social Domains. Journal of Cognition and Development 11:3, pages 293-327.
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Jeremy M. Wojdak. (2010) An Attention-Grabbing Approach to Introducing Students to Argumentation in Science. Bioscience Education 15:1, pages 1-3.
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Christine Chin & Jonathan Osborne. (2010) Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms. Journal of the Learning Sciences 19:2, pages 230-284.
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Anita Roychoudhury & Diana Rice. (2010) Discourse of Making Sense of Data: Implications for Elementary Teachers’ Science Education. Journal of Science Teacher Education 21:2, pages 181-203.
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Haim Eshach. (2010) An Analysis of Conceptual Flow Patterns and Structures in the Physics Classroom. International Journal of Science Education 32:4, pages 451-477.
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Gaobolelelwe Ramorogo & Meshach Ogunniyi. (2010) Exploring teachers' conceptions of the rainbow using an argumentation-based intervention. African Journal of Research in Mathematics, Science and Technology Education 14:1, pages 24-35.
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Christine Chin & Lay‐Yen Teou. (2009) Using Concept Cartoons in Formative Assessment: Scaffolding students’ argumentation. International Journal of Science Education 31:10, pages 1307-1332.
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Marcus Grace. (2009) Developing High Quality Decision‐Making Discussions About Biological Conservation in a Normal Classroom Setting. International Journal of Science Education 31:4, pages 551-570.
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E. Michael Nussbaum, GaleM. Sinatra & Anne Poliquin. (2008) Role of Epistemic Beliefs and Scientific Argumentation in Science Learning. International Journal of Science Education 30:15, pages 1977-1999.
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Shirley Simon. (2008) Using Toulmin’s Argument Pattern in the evaluation of argumentation in school science. International Journal of Research & Method in Education 31:3, pages 277-289.
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Nam-Hwa Kang, MaryKay Orgill & Kent J. Crippen. (2008) Understanding Teachers’ Conceptions of Classroom Inquiry With a Teaching Scenario Survey Instrument. Journal of Science Teacher Education 19:4, pages 337-354.
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CarrieJ. Beyer & ElizabethA. Davis. (2008) Fostering Second Graders' Scientific Explanations: A Beginning Elementary Teacher's Knowledge, Beliefs, and Practice. Journal of the Learning Sciences 17:3, pages 381-414.
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Christine Chin & Jonathan Osborne. (2008) Students' questions: a potential resource for teaching and learning science. Studies in Science Education 44:1, pages 1-39.
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CindyE. Hmelo-Silver & HowardS. Barrows. (2008) Facilitating Collaborative Knowledge Building. Cognition and Instruction 26:1, pages 48-94.
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SusanA. Yoon. (2008) An Evolutionary Approach to Harnessing Complex Systems Thinking in the Science and Technology Classroom. International Journal of Science Education 30:1, pages 1-32.
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Ann Childs & Jane McNicholl. (2007) Investigating the Relationship between Subject Content Knowledge and Pedagogical Practice through the Analysis of Classroom Discourse. International Journal of Science Education 29:13, pages 1629-1653.
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JaneL. Lehr, Ellen McCallie, SarahR. Davies, BrandiffR. Caron, Benjamin Gammon & Sally Duensing. (2007) The Value of “Dialogue Events” as Sites of Learning: An exploration of research and evaluation frameworks. International Journal of Science Education 29:12, pages 1467-1487.
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DouglasB. Clark & VictorD. Sampson. (2007) Personally‐Seeded Discussions to Scaffold Online Argumentation. International Journal of Science Education 29:3, pages 253-277.
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Troy D. Sadler. (2006) Promoting Discourse and Argumentation in Science Teacher Education. Journal of Science Teacher Education 17:4, pages 323-346.
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