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International Journal of Science Education Volume 34, 2012 - Issue 10
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Original Articles

Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry

Victor Sampson School of Teacher Education and FSU-Teach, Florida State University, Tallahassee, FL, USACorrespondence[email protected]
&
Joi Phelps Walker Division of Science and Mathematics, Tallahassee Community College, Tallahassee, FL, USA
Pages 1443-1485 | Published online: 19 Apr 2012

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Juan Quílez. (2021) Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English: the case of logical connectives. International Journal of Science Education 43:9, pages 1459-1482.
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Bart Huisman, Nadira Saab, Paul van den Broek & Jan van Driel. (2019) The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis. Assessment & Evaluation in Higher Education 44:6, pages 863-880.
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Pinar Seda Cetin, Guluzar Eymur, Sherry A. Southerland, Joi Walker & Kirby Whittington. (2018) Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students. International Journal of Science Education 40:5, pages 473-497.
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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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Aisha Kawalkar & Jyotsna Vijapurkar. (2015) Aspects of Teaching and Learning Science: What students' diaries reveal about inquiry and traditional modes. International Journal of Science Education 37:13, pages 2113-2146.
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Ying-Chih Chen, Jia-Ling Lin & Yen-Ting Chen. (2014) Teaching Scientific Core Ideas through Immersing Students in Argument: Using Density as an Example. Science Activities 51:3, pages 78-88.
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