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Studies in Science Education Volume 58, 2022 - Issue 1
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Review Article

Characterising immersive argument-based inquiry learning environments in school-based education: a systematic literature review

Kathleen A. Weissa Center for Educational Enhancement, Des Moines University, Des Moines, IA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5890-8853View further author information
ORCID Icon,
Mark A. McDermottb Science Education, University of Iowa, Iowa City, USAView further author information
&
Brian Handb Science Education, University of Iowa, Iowa City, USAView further author information
Pages 15-47 | Received 21 Sep 2020, Accepted 26 Feb 2021, Published online: 13 Mar 2021

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Read on this site (2)

Andrea Malek Ash & Brian Hand. (2022) Knowledge evaluation and disciplinary access: mutually supportive for learning. Learning: Research and Practice 8:2, pages 116-132.
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Aysun Tekindur & Sevgi Kingir. Improving Elementary Students’ Science Achievement, Inquiry and Scientific Writing Skills through Argument-Based Inquiry. Reading & Writing Quarterly 0:0, pages 1-22.
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Articles from other publishers (10)

Catherine Lammert, Brian Hand & Chloe E. Woods. (2024) Who Has Authority over Their Knowledge? A Case Study of Academic Language Use in Science Education. Early Childhood Education Journal.
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Norsyazwani Muhamad Dah, Mohd Syafiq Aiman Mat Noor, Muhammad Zulfadhli Kamarudin & Saripah Salbiah Syed Abdul Azziz. (2024) The impacts of open inquiry on students’ learning in science: A systematic literature review. Educational Research Review 43, pages 100601.
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Chenchen Ding, Gavin Fulmer, Lesa Hoffman, Brian Hand & Jee K. Suh. (2023) The dimensionality of the epistemic orientation survey and longitudinal measurement invariance for the short form of EOS (EOS-SF). Frontiers in Education 8.
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Jee K. Suh, Brian Hand, Jale E. Dursun, Catherine Lammert & Gavin Fulmer. (2023) Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools. Science Education 107:4, pages 884-911.
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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.
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Sabahat Tuğçe Tucel Deprem, Jale Çakıroğlu, Ceren Öztekin & Sevgi Kıngır. (2022) Effectiveness of Argument-Based Inquiry Approach on Grade 8 Students’ Science Content Achievement, Metacognition, and Epistemological Beliefs. International Journal of Science and Mathematics Education 21:4, pages 1057-1079.
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Yanzhi Pang & Jianqiu Chen. 2023. Advances in Computer Science for Engineering and Education VI. Advances in Computer Science for Engineering and Education VI 901 912 .
Huiting Lu & Xiaozhe Yang. 2023. Advances in Artificial Systems for Logistics Engineering III. Advances in Artificial Systems for Logistics Engineering III 787 800 .
Jie Shang, Lanfang Zhang, Jianqiu Chen & Yubin Lv. 2023. Advances in Artificial Systems for Medicine and Education VI. Advances in Artificial Systems for Medicine and Education VI 378 390 .
Yilmaz Soysal & Somayyeh Soysal. (2022) Exploring Science Teacher Questions’ Influence on the Students’ Talk Productivity: A Classroom Discourse Analysis Approach. SAGE Open 12:2, pages 215824402211024.
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