Citations (20)
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Alicia Benarroch Benarroch & John Jairo Briceño Martinez. (2023) How university professors foster argumentation in their teaching processes and how their students respond. A case study. Teacher Development 27:4, pages 506-524.
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Tejaswini Dalvi, Elaine Silva Mangiante & Kristen Wendell. (2021) Identifying Pre-service Teachers’ Conceptions about the NGSS Practices Using a Curriculum Critique and Revision (CCR) Task. Journal of Science Teacher Education 32:2, pages 123-147.
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Antonia Larrain, Paulina Freire, Patricia López & Valeska Grau. (2019) Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge. Cognition and Instruction 37:4, pages 453-482.
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William A. Sandoval, Noel Enyedy, Elizabeth H. Redman & Sihan Xiao. (2019) Organising a culture of argumentation in elementary science. International Journal of Science Education 41:13, pages 1848-1869.
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Antonia Larrain, Christine Howe & Paulina Freire. (2018) ‘More is not necessarily better’: curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge. Research in Science & Technological Education 36:3, pages 282-301.
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Articles from other publishers (15)
Annabel Amodia-Bidakowska, Sara Hennessy & Paul Warwick. (2023) Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools. Learning, Culture and Social Interaction 43, pages 100742.
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Chrysi Rapanta, Andrea Miralda-Balda, Mercè Garcia-Milà, Maria Vrikki, Fabrizio Macagno & Maria Evagorou. (2023) Detecting the factors affecting classroom dialogue quality. Linguistics and Education 77, pages 101223.
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Anisa, Ari Widodo, Riandi & Muslim. (2022) Students’ Argumentation in Science Lessons. Science & Education 32:3, pages 669-687.
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Xuanyang Yang, Guoqing Zhao, Xiaomei Yan, Qing Chao, Xiaoyu Zhao, Tong Lu & Yinan Dong. (2021) Pre-setting Stances for Students During Collaborative Argumentation: Parallel Thinking Versus Adversarial Thinking. Research in Science Education 52:6, pages 1829-1850.
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Chrysi Rapanta. (2021) Can teachers implement a student-centered dialogical argumentation method across the curriculum?. Teaching and Teacher Education 105, pages 103404.
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Maribel Calderón Soto, Maximiliano Silva Barrueto, María Constanza Villavicencio Rojas, Antonia Larrain Sutil, María Cecilia Ramos Araya, Hugo Tapia Silva, Álvaro Sánchez, Consuelo Moreno & Camila Morán Ramírez. (2020) Trayectorias de desarrollo profesional docente para un uso pedagógico de la argumentación a partir del uso de soportes curriculares digitales. Perfiles Educativos 42:169.
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D S H E Ambarawati, Muslim & Hernani. (2020) Profile of students’ argumentations ability on the topic of environmental pollution. Journal of Physics: Conference Series 1521, pages 042109.
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Christine Howe & Antonia Zachariou. (2019) Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood. Learning and Instruction 60, pages 263-274.
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David D. Preiss, Valeska Grau, David Torres Irribarra & Elisa Calcagni. (2018) Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study. New Directions for Child and Adolescent Development 2018:162, pages 115-136.
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Antonia Larraín, Consuelo Moreno, Valeska Grau, Paulina Freire, Ignacia Salvat, Patricia López & Maximiliano Silva. (2017) Curriculum materials support teachers in the promotion of argumentation in science teaching: A case study. Teaching and Teacher Education 67, pages 522-537.
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A Anisa, A Widodo & R Riandi. (2017) Argumentation Quality of Socio-scientific Issue between High School Students and Postgraduate Students about Cancer. Journal of Physics: Conference Series 895, pages 012160.
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David Daniel Preiss, Elisa Calcagni & Valeska Grau. (2015) Classroom Research and Child and Adolescent Development in South America. New Directions for Child and Adolescent Development 2015:147, pages 85-92.
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Valeska Grau & David D. Preiss. (2014) Introducción a la Sección Especial: Psicología en el Aula. Psykhe (Santiago) 23:2, pages 1-3.
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David D. Preiss, Elisa Calcagni, Ana María Espinoza, Daniela Gómez, Valeska Grau, Valentina Guzmán & Magdalena Muller. (2014) Buenas prácticas pedagógicas observadas en el aula del segundo ciclo básico en Chile. Psykhe (Santiago) 23:2, pages 1-12.
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Antonia Larrain, Julieta Cerda & Christine Howe. (2014) Argumentation in Whole-Class Teaching and Science Learning. Psykhe (Santiago) 23:2, pages 1-15.
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