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Paul Nnanyereugo Iwuanyanwu & Meshach Bolaji Ogunniyi. (2020) Effects of Dialogical Argumentation Instructional Model on Pre-service Teachers’ Ability to Solve Conceptual Mathematical Problems in Physics. African Journal of Research in Mathematics, Science and Technology Education 24:1, pages 129-141.
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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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Aybuke Pabuccu & Sibel Erduran. (2017) Beyond rote learning in organic chemistry: the infusion and impact of argumentation in tertiary education. International Journal of Science Education 39:9, pages 1154-1172.
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Wan-Yun Weng, Yu-Ren Lin & Hsiao-Ching She. (2017) Scaffolding for argumentation in hypothetical and theoretical biology concepts. International Journal of Science Education 39:7, pages 877-897.
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Senait Ghebru & Meshach Ogunniyi. (2017) Pre-service Science Teachers’ Understanding of Argumentation. African Journal of Research in Mathematics, Science and Technology Education 21:1, pages 49-60.
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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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Hsiang-Ting Chen, Hsin-Hui Wang, Ying-Yan Lu, Huann-shyang Lin & Zuway-R Hong. (2016) Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education 38:2, pages 170-191.
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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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A. Meirink, K. van Veen & R. C. Zwart. (2012) Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education 48:2, pages 129-160.
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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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Articles from other publishers (23)
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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Funda HASANÇEBİ, Büşra TUNCAY YÜKSEL & Günkut MESCİ. (2022) A rating scale development study for the evaluation of lesson plans and teaching practices on argumentation-based inquiryA rating scale development study for the evaluation of lesson plans and teaching practices on argumentation-based inquiry. International Journal of Assessment Tools in Education 9:4, pages 964-997.
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Tuğba ECEVİT & Dr. Fitnat KAPTAN. (2022) Argümantasyona Dayalı Araştırma-Sorgulamaya Uygulamalarının Fen Öğretmen Adayı Eğitimindeki Etkililiği. Kuramsal Eğitimbilim 15:4, pages 721-757.
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Serpil KARA, Serkan YILMAZ & Sevgi KINGIR. (2020) Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımının İlkokul Öğrencilerinin Akademik Başarılarına ve Argümantasyon Kalite Düzeylerine EtkisiThe Effect of Argumentation Based Science Learning Approach on the Academic Achievement and Argumentation Quality Levels of Primary Students. Kastamonu Eğitim Dergisi 28:3, pages 1253-1267.
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Naim Najami, Muhamad Hugerat, Fattma Kabya & Avi Hofstein. (2020) The Laboratory as a Vehicle for Enhancing Argumentation Among Pre-Service Science Teachers. Science & Education 29:2, pages 377-393.
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Amani K. Hamdan Alghamdi & Sun Young Kim. (2019) THE IMPACT OF A SCIENCE METHODS COURSE ON FEMALE PRE-SERVICE TEACHERS’ BELIEFS WITHIN A SAUDI-ARABIAN CONTEXT. Journal of Baltic Science Education 18:1, pages 19-38.
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Karla Fuller. (2017) Beyond Reflection: Using ePortfolios for Formative Assessment to Improve Student Engagement in Non-Majors Introductory Science. The American Biology Teacher 79:6, pages 442-449.
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Ali Yigit KUTLUCA & Abdullah AYDIN. (2017) Fen Bilimleri Öğretmen Adaylarının Sosyobilimsel Argümantasyon Kalitelerinin İncelenmesi: Konu Bağlamının Etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, pages 458-480.
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Mehmet Aydeniz & Zehra Ozdilek. (2015) Assessing and Enhancing Pre-service Science Teachers’ Self-Efficacy to Teach Science Through Argumentation: Challenges and Possible Solutions. International Journal of Science and Mathematics Education 14:7, pages 1255-1273.
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Marina Martins, Stefannie de Sá Ibraim & Paula Cristina Cardoso Mendonça. (2016) ESQUEMAS ARGUMENTATIVOS DE WALTON NA ANÁLISE DE ARGUMENTOS DE PROFESSORES DE QUÍMICA EM FORMAÇÃO INICIAL. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 18:2, pages 49-72.
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Jongho Baek, Dae Hong Jeong & Seyoung Hwang. (2014) Issues and Effects in Developing Inquiry-Based Argumentation Task for Science Teachers: A Case of Charles' Law Experiment. Journal of The Korean Association For Research In Science Education 34:2, pages 79-92.
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KATHERINE L. McNEILL & AMANDA M. KNIGHT. (2013) Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K-12 Teachers. Science Education 97:6, pages 936-972.
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Randy Yerrick, Carl Lund & Yonghee Lee. (2012) Exploring Simulator Use in the Preparation of Chemical Engineers. Journal of Science Education and Technology 22:3, pages 362-378.
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Dvora Katchevich, Avi Hofstein & Rachel Mamlok-Naaman. (2011) Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments. Research in Science Education 43:1, pages 317-345.
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Jan Alexis Nielsen. (2011) Dialectical Features of Students’ Argumentation: A Critical Review of Argumentation Studies in Science Education. Research in Science Education 43:1, pages 371-393.
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Huann-shyang Lin, Zuway-R. Hong & Frances Lawrenz. (2012) Promoting and scaffolding argumentation through reflective asynchronous discussions. Computers & Education 59:2, pages 378-384.
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Jee-Young Park & Heui-Baik Kim. (2012) Theoretical Considerations on Analytical Framework Design for the Interactions between Participants in Group Argumentation on Socio-Scientific Issues. Journal of The Korean Association For Science Education 32:4, pages 604-624.
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Shirley Simon, Paul Davies & Jillian Trevethan. (2012) Advancing teacher knowledge of effective argumentation pedagogy. Educar em Revista:44, pages 59-74.
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Penny Werthner & Pierre Trudel. (2009) Investigating the Idiosyncratic Learning Paths of Elite Canadian Coaches. International Journal of Sports Science & Coaching 4:3, pages 433-449.
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