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Mehmet Şen, Semra Sungur & Ceren Öztekin. (2023) Exploration of middle school students’ scientific epistemological beliefs and their engagement in argumentation. The Journal of Educational Research 116:5, pages 293-308.
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Omid Noroozi. (2023) The role of students’ epistemic beliefs for their argumentation performance in higher education. Innovations in Education and Teaching International 60:4, pages 501-512.
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Tzung-Jin Lin. (2023) High school students’ epistemic knowledge profiles and their multifaceted learning engagement in science. Research in Science & Technological Education 41:3, pages 1088-1100.
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Catherine Lammert, Ruchika Sharma & Brian Hand. (2023) Beyond pedagogy: the role of epistemic orientation and knowledge generation environments in early childhood science teaching. International Journal of Science Education 45:6, pages 431-450.
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Seyyed Kazem Banihashem, Omid Noroozi, Harm J. A. Biemans & Valentina C. Tassone. (2023) The intersection of epistemic beliefs and gender in argumentation performance. Innovations in Education and Teaching International 0:0, pages 1-19.
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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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Mohsen Bayat, Seyyed Kazem Banihashem & Omid Noroozi. (2022) The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills. The Journal of Educational Research 115:6, pages 349-358.
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Chia-Hui Cheng & Fang-Ying Yang. (2022) Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components. International Journal of Science Education 44:8, pages 1336-1355.
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Rola Khishfe. (2022) Nature of Science and Argumentation Instruction in socioscientific and scientific contexts. International Journal of Science Education 44:4, pages 647-673.
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Michael Glassman, Irina Kuznetcova, Tzu-Jung Lin, Shantanu Tilak, Qiannan Wang & Amanda Walling. (2021) Spaces of Rebellion: the Use of Multi-user Virtual Environments in the Development of Learner Epistemic Identity. The Journal of Experimental Education 89:3, pages 490-507.
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Rola Khishfe. (2021) Explicit Instruction and Student Learning of Argumentation and Nature of Science. Journal of Science Teacher Education 32:3, pages 325-349.
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E. Michael Nussbaum. (2021) Critical integrative argumentation: Toward complexity in students’ thinking. Educational Psychologist 56:1, pages 1-17.
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Yuchen Shi. (2020) Talk About Evidence During Argumentation. Discourse Processes 57:9, pages 770-792.
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Gökhan Güneş & Volkan Şahin. (2020) Preschoolers’ Thoughts on the Concept of Time. The Journal of Genetic Psychology 181:4, pages 293-317.
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GJ Van der Westhuizen, AJM Pretorius & HH Tillema. (2020) Learning trouble in mentoring conversations. Southern African Linguistics and Applied Language Studies 38:2, pages 167-181.
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Omid Noroozi & Javad Hatami. (2019) The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning. Innovations in Education and Teaching International 56:5, pages 548-557.
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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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Omid Noroozi. (2018) Considering students’ epistemic beliefs to facilitate their argumentative discourse and attitudinal change with a digital dialogue game. Innovations in Education and Teaching International 55:3, pages 357-365.
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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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Heidi Hyytinen, Erika Löfström & Sari Lindblom-Ylänne. (2017) Challenges in Argumentation and Paraphrasing Among Beginning Students in Educational Sciences. Scandinavian Journal of Educational Research 61:4, pages 411-429.
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Perry D. Klein, Katrina N. Haug & Nina Arcon. (2017) The Effects of Rhetorical and Content Subgoals on Writing and Learning. The Journal of Experimental Education 85:2, pages 291-308.
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Rola Khishfe, Fahad S. Alshaya, Saouma BouJaoude, Nasser Mansour & Khalid I. Alrudiyan. (2017) Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues. International Journal of Science Education 39:3, pages 299-334.
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Ian A. G. Wilkinson, Alina Reznitskaya, Kristin Bourdage, Joseph Oyler, Monica Glina, Robert Drewry, Min-Young Kim & Kathryn Nelson. (2017) Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms. Language and Education 31:1, pages 65-82.
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Nir Madjar, Michael Weinstock & Avi Kaplan. (2017) Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles. The Journal of Educational Research 110:1, pages 32-49.
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Bodong Chen & Huang-Yao Hong. (2016) Schools as Knowledge-Building Organizations: Thirty Years of Design Research. Educational Psychologist 51:2, pages 266-288.
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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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Rola Khishfe. (2014) A Reconstructed Vision of Environmental Science Literacy: The case of Qatar. International Journal of Science Education 36:18, pages 3067-3100.
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Rola Khishfe. (2014) Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer. International Journal of Science Education 36:6, pages 974-1016.
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Ruey-Yun Horng, Po-Hui Lu, Pei-Hua Chen & Shih-Huan Hou. (2013) The Effects of Argument Stance on Scientific Knowledge Inquiry Skills. International Journal of Science Education 35:16, pages 2784-2800.
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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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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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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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KentJ. Crippen & Leanna Archambault. (2012) Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education. Computers in the Schools 29:1-2, pages 157-173.
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Michael Weinstock. (2011) Knowledge-telling and knowledge-transforming arguments in mock jurors' verdict justifications. Thinking & Reasoning 17:3, pages 282-314.
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Lidia Casado-Ledesma, Isabel Cuevas & Elena Martín. (2021) Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education. Reading and Writing 36:4, pages 965-996.
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Jinglu Zhang & William J. Browne. (2022) Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies. Journal of Research in Science Teaching 60:4, pages 847-884.
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Dorit Alt & Yoav Kapshuk. (2021) Argumentation-based learning with digital concept mapping and college students’ epistemic beliefs. Learning Environments Research 25:3, pages 687-706.
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Maria Tulis. (2022) Refuting Misconceptions in an Introductory Psychology Course for Preservice Teachers. Psychology Learning & Teaching 21:3, pages 210-234.
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Soonhye Park, Vance Kite, Jee Kyung Suh, Jinhong Jung & Arif Rachmatullah. (2021) Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices. Journal of Research in Science Teaching 59:4, pages 561-584.
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Liwei Wei, Carla M. Firetto, Rebekah F. Duke, Jeffrey A. Greene & P. Karen Murphy. (2021) High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science. Education Sciences 11:10, pages 616.
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Andreani Baytelman, Kalypso Iordanou & Constantinos P. Constantinou. (2020) Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues. Journal of Research in Science Teaching 57:8, pages 1199-1227.
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Ying‐Chih Chen, Matthew J. Benus & Jaclyn Hernandez. (2019) Managing uncertainty in scientific argumentation. Science Education 103:5, pages 1235-1276.
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Ushiri Kulatunga & Jennifer E. Lewis. (2013) Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry. Chem. Educ. Res. Pract. 14:4, pages 576-588.
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Feral Ogan-Bekiroglu & Handan Eskin. (2012) EXAMINATION OF THE RELATIONSHIP BETWEEN ENGAGEMENT IN SCIENTIFIC ARGUMENTATION AND CONCEPTUAL KNOWLEDGE. International Journal of Science and Mathematics Education 10:6, pages 1415-1443.
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Saïda Aroua, Maryline Coquidé & Salem Abbes. (2012) Controverses dans l’enseignement de l’évolution. Questions de recherches sur les stratégies d’intervention en classe et dans la formationControversies in the teaching of evolution. Research issues on how to tackle this topic in class and during training coursesKontroverse im Unterrichten der Entwicklungstheorie. Forschungsfragen über Strategien in der Klasse und in der AusbildungControversia en la enseñanza de la evolución. Cuestiones de investigaciones sobre las estrategias de intervención en clase y en la formación. RDST:5, pages 47-76.
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Rola Khishfe. (2012) Relationship between nature of science understandings and argumentation skills: A role for counterargument and contextual factors. Journal of Research in Science Teaching 49:4, pages 489-514.
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Leema K. Berland & David Hammer. (2011) Framing for scientific argumentation. Journal of Research in Science Teaching 49:1, pages 68-94.
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Gale M. Sinatra & Suzanne H. Broughton. (2011) Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text. Reading Research Quarterly 46:4, pages 374-393.
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Young Hoan Cho, Jaejin Lee & David H. Jonassen. (2011) The role of tasks and epistemological beliefs in online peer questioning. Computers & Education 56:1, pages 112-126.
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Christine V. McDonald. (2010) The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science. Journal of Research in Science Teaching 47:9, pages 1137-1164.
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Deanna Kuhn. (2010) Teaching and learning science as argument. Science Education 94:5, pages 810-824.
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