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International Journal of Science Education Volume 28, 2006 - Issue 2-3: Natural science, cognitive science and pedagogical influences on science literacy: empowering research and informing instruction
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Original Articles

Learning to Teach Argumentation: Research and development in the science classroom

Shirley Simon Institute of Education, University of London, UKCorrespondence[email protected]
,
Sibel Erduran University of Bristol, UK
&
Jonathan Osborne King’s College London, UK
Pages 235-260 | Published online: 23 Feb 2007

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