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International Journal of Science Education Volume 43, 2021 - Issue 8
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Articles

Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model

Ozden SengulMiddle and Secondary Education, Georgia State University, Atlanta, GA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7127-7897View further author information
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Patrick James EnderleMiddle and Secondary Education, Georgia State University, Atlanta, GA, USAORCID Iconhttps://orcid.org/0000-0002-3018-4416View further author information
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Renee S. SchwartzMiddle and Secondary Education, Georgia State University, Atlanta, GA, USAORCID Iconhttps://orcid.org/0000-0002-8244-2579View further author information
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Pages 1273-1291 | Received 14 Sep 2020, Accepted 22 Mar 2021, Published online: 23 Apr 2021

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Patrick Enderle, Jonathon Grooms, Victor Sampson, Ozden Sengul & Yotah Koulagna. (2022) How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices. International Journal of Science Education 44:14, pages 1-27.
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Articles from other publishers (5)

Ozden Sengul. (2023) Pre-service mathematics teachers' views of nature of science in the context of COVID-19. European Journal of Science and Mathematics Education 11:3, pages 499-514.
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Susan De La Paz, Daniel M. Levin & Cameron Butler. (2023) Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments. Written Communication 40:2, pages 448-481.
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Elisa Izquierdo-Acebes & Keith S. Taber. (2023) Secondary Science Teachers’ Instructional Strategies for Promoting the Construction of Scientific Explanations. Science & Education.
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Rūta Pirta-Dreimane, Agnė Brilingaitė, Ginta Majore, Benjamin James Knox, Kristina Lapin, Karen Parish, Stefan Sütterlin & Ricardo Gregorio Lugo. (2022) Application of intervention mapping in cybersecurity education design. Frontiers in Education 7.
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Tomokazu Yamamoto & Shinichi Kamiyama. (2022) Evaluation of an elementary teacher education program to promote argument instruction. Eurasia Journal of Mathematics, Science and Technology Education 18:5, pages em2104.
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