Citations (122)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (24)
Fatma Yaman & Brian Hand. (2023) Examining the link between oral and written reasoning within a generative learning environment: the impact of the Science Writing Heuristic approach. International Journal of Science Education 0:0, pages 1-23.
Read now
Read now
Yuchen Shi, Zihong Zhang, Shu Cao & Qunying Liu. (2023) Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions. Language and Education 0:0, pages 1-17.
Read now
Read now
Ester Aflalo & Ayala Raviv. (2022) Characteristics of classroom discourse in physics lessons. Research in Science & Technological Education 40:2, pages 168-188.
Read now
Read now
Christian Tarchi & Ruth Villalón. (2022) Fostering University Students’ Written Argumentation via Recursive Reading: A Randomized Controlled Trial. Journal of College Reading and Learning 52:1, pages 42-63.
Read now
Read now
Lin Guo. (2022) Seeking Alternatives: How Task Instruction Affects Comprehension of Texts with Conflicting Information. Reading Psychology 43:1, pages 40-69.
Read now
Read now
Ehud Tsemach & Anat Zohar. (2021) The intersection of gender and culture in argumentative writing. International Journal of Science Education 43:6, pages 969-990.
Read now
Read now
E. Michael Nussbaum. (2021) Critical integrative argumentation: Toward complexity in students’ thinking. Educational Psychologist 56:1, pages 1-17.
Read now
Read now
Gale M. Sinatra & Doug Lombardi. (2020) Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments. Educational Psychologist 55:3, pages 120-131.
Read now
Read now
Liwei Wei, Carla M. Firetto, P. Karen Murphy, Mengyi Li, Jeffrey A. Greene & Rachel M. V. Croninger. (2019) Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer. The Journal of Educational Research 112:5, pages 627-639.
Read now
Read now
Julia Hüttner & Ute Smit. (2018) Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism 21:3, pages 287-302.
Read now
Read now
Mar Mateos, Elena Martín, Isabel Cuevas, Ruth Villalón, Isabel Martínez & Jara González-Lamas. (2018) Improving Written Argumentative Synthesis by Teaching the Integration of Conflicting Information from Multiple Sources. Cognition and Instruction 36:2, pages 119-138.
Read now
Read now
Michael Weinstock, Dorothe Kienhues, Florian C. Feucht & Mary Ryan. (2017) Informed Reflexivity: Enacting Epistemic Virtue. Educational Psychologist 52:4, pages 284-298.
Read now
Read now
Cindy Litman, Stacy Marple, Cynthia Greenleaf, Irisa Charney-Sirott, Michael J. Bolz, Lisa K. Richardson, Allison H. Hall, MariAnne George & Susan R. Goldman. (2017) Text-Based Argumentation With Multiple Sources: A Descriptive Study of Opportunity to Learn in Secondary English Language Arts, History, and Science. Journal of the Learning Sciences 26:1, pages 79-130.
Read now
Read now
Hugo Mercier, Maarten Boudry, Fabio Paglieri & Emmanuel Trouche. (2017) Natural-Born Arguers: Teaching How to Make the Best of Our Reasoning Abilities. Educational Psychologist 52:1, pages 1-16.
Read now
Read now
Doug Lombardi, Carol B. Brandt, Elliot S. Bickel & Colin Burg. (2016) Students’ evaluations about climate change. International Journal of Science Education 38:8, pages 1392-1414.
Read now
Read now
Ying-Chih Chen, Soonhye Park & Brian Hand. (2016) Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments. Cognition and Instruction 34:2, pages 100-147.
Read now
Read now
Christa S. C. Asterhan & Baruch B. Schwarz. (2016) Argumentation for Learning: Well-Trodden Paths and Unexplored Territories. Educational Psychologist 51:2, pages 164-187.
Read now
Read now
Doug Lombardi, E. Michael Nussbaum & Gale M. Sinatra. (2016) Plausibility Judgments in Conceptual Change and Epistemic Cognition. Educational Psychologist 51:1, pages 35-56.
Read now
Read now
Deanna Kuhn & Wendy Moore. (2015) Argumentation as core curriculum. Learning: Research and Practice 1:1, pages 66-78.
Read now
Read now
Nicolai Basel, Ute Harms, Helmut Prechtl, Thomas Weiß & Martin Rothgangel. (2014) Students’ arguments on the science and religion issue: the example of evolutionary theory and Genesis. Journal of Biological Education 48:4, pages 179-187.
Read now
Read now
Amanda Crowell & Deanna Kuhn. (2014) Developing Dialogic Argumentation Skills: A 3-year Intervention Study. Journal of Cognition and Development 15:2, pages 363-381.
Read now
Read now
Gale M. Sinatra, Dorothe Kienhues & Barbara K. Hofer. (2014) Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change. Educational Psychologist 49:2, pages 123-138.
Read now
Read now
Deanna Kuhn, Nicole Zillmer, Amanda Crowell & Julia Zavala. (2013) Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence. Cognition and Instruction 31:4, pages 456-496.
Read now
Read now
Cindy
E. Hmelo-Silver. (2011) Editor's Note. Journal of the Learning Sciences 20:3, pages 339-341.
Read now
Read now
Articles from other publishers (98)
Mohamad Almashour & Amanda Davies. (2023) Exploring learning strategies used by Jordanian University EFL learners in argumentative writing tasks: the role of gender and proficiency. Frontiers in Education 8.
Crossref
Crossref
Vanessa W. Vongkulluksn, Christina Nishiyama, Monica Ceja Rodriguez & E. Michael Nussbaum. (2023) Critical Reading of Informational Texts (CRIT) Scaffold: Evaluating the efficacy of an instructional scaffold for reading multiple scientific texts. Contemporary Educational Psychology 75, pages 102229.
Crossref
Crossref
Michael Nussbaum, Ian Dove & LeAnn Putney. (2023) Bridging dialogic pedagogy and argumentation theory through critical questions. Dialogic Pedagogy: An International Online Journal 11:3, pages A7-A25.
Crossref
Crossref
Miriam Granado-Peinado, Isabel Cuevas, Ricardo Olmos, Elena Martín, Lidia Casado-Ledesma & Mar Mateos. (2022) Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice. Reading and Writing 36:4, pages 909-936.
Crossref
Crossref
María Luna, Ruth Villalón, Isabel Martínez-Álvarez & Mar Mateos. (2022) Online interventions to help college students to improve the degree of integration of their argumentative synthesis. Reading and Writing 36:4, pages 937-963.
Crossref
Crossref
Sarit Barzilai, Danna Tal-Savir, Fayez Abed, Shiri Mor-Hagani & Asnat R. Zohar. (2021) Mapping multiple documents: From constructing multiple document models to argumentative writing. Reading and Writing 36:4, pages 809-847.
Crossref
Crossref
Alexandra List & Gala S. Campos Oaxaca. (2023) Comprehension and critique: an examination of students’ evaluations of information in texts. Reading and Writing.
Crossref
Crossref
Omid Noroozi, Seyyed Kazem Banihashem, Harm J. A. Biemans, Mattijs Smits, Mariëtte T.W. Vervoort & Caro-Lynn Verbaan. (2023) Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality. Education and Information Technologies.
Crossref
Crossref
Ziye Wen, Tzu-Jung Lin, Michael Glassman, Saetbyul Kim, Shantanu Tilak, Manisha Nagpal & Seung Yon Ha. (2023) The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion. The Journal of Early Adolescence, pages 027243162211496.
Crossref
Crossref
Ayala Raviv & Ester Aflalo. (2023) Classroom discourse in single-sex physics classes: A case study. European Journal of Science and Mathematics Education 11:1, pages 182-196.
Crossref
Crossref
Chrysi Rapanta & Kalypso Iordanou. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
575
587
.
Jun Oshima, Jan van Aalst, Jin Mu & Carol K. K. Chan. 2023. International Handbook on Education Development in the Asia-Pacific. International Handbook on Education Development in the Asia-Pacific
1277
1300
.
Jun Oshima, Jan van Aalst, Jin Mu & Carol K. K. Chan. 2022. International Handbook on Education Development in Asia-Pacific. International Handbook on Education Development in Asia-Pacific
1
24
.
Yunshan Chen, Xiaoran Li & Yanyan Li. (2022) Exploring the relationship between individual characteristics and argumentative discourse styles: the role of achievement goals and personality traits. Disciplinary and Interdisciplinary Science Education Research 4:1.
Crossref
Crossref
Ümmüye Nur Tüzün, Mustafa TÜYSÜZ & Gülseda EYCEYURT TÜRK. (2022) The Effect of Argumentation-Based Organic Chemistry Teaching on Students’ Argument Construction Skills. International Journal of Contemporary Educational Research 8:2, pages 46-56.
Crossref
Crossref
Douglas Walton. (2022) Formal dialogue models for argumentation in education and linguistics. Learning, Culture and Social Interaction 36, pages 100388.
Crossref
Crossref
Mark Felton, Amanda Crowell, Merce Garcia-Mila & Constanza Villarroel. (2022) Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning. Learning, Culture and Social Interaction 36, pages 100350.
Crossref
Crossref
Fabrizio Macagno. (2022) Coding relevance. Learning, Culture and Social Interaction 36, pages 100349.
Crossref
Crossref
Rachel A. Sparks, P. Citlally Jimenez, Caitlin K. Kirby & Jenny M. Dauer. (2022) Using Critical Integrative Argumentation to Assess Socioscientific Argumentation across Decision-Making Contexts. Education Sciences 12:10, pages 644.
Crossref
Crossref
Darmawansah Darmawansah, Chi-Jen Lin & Gwo-Jen Hwang. (2022) Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking. Computers & Education 184, pages 104516.
Crossref
Crossref
Chrysi Rapanta & Mark K. Felton. (2021) Learning to Argue Through Dialogue: a Review of Instructional Approaches. Educational Psychology Review 34:2, pages 477-509.
Crossref
Crossref
Zawan Al Bulushi. (2022) Source choice and use in counterargument writing. TESOL Journal 13:2.
Crossref
Crossref
Andra Coman & Oana C. Fodor. (2022) Antecedents and consequences of group cognitive complexity: a conceptual review. Team Performance Management: An International Journal 28:3/4, pages 238-259.
Crossref
Crossref
Iris Tabak & Brian J. Reiser. 2022. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences
53
71
.
. 2022. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences
25
174
.
Christian Tarchi & Ruth Villalón. (2021) The influence of thinking dispositions on integration and recall of multiple texts. British Journal of Educational Psychology 91:4, pages 1498-1516.
Crossref
Crossref
Donna Governor, Doug Lombardi & Catie Duffield. (2021) Negotiations in scientific argumentation: An interpersonal analysis. Journal of Research in Science Teaching 58:9, pages 1389-1424.
Crossref
Crossref
Yilmaz Soysal & Ozgul Yilmaz-Tuzun. (2019) Relationships Between Teacher Discursive Moves and Middle School Students’ Cognitive Contributions to Science Concepts. Research in Science Education 51:S1, pages 325-367.
Crossref
Crossref
Lidia Casado-Ledesma, Isabel Cuevas, Huub Van den Bergh, Gert Rijlaarsdam, Mar Mateos, Miriam Granado-Peinado & Elena Martín. (2021) Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education. Instructional Science 49:4, pages 515-559.
Crossref
Crossref
Sare ŞENGÜL & Çiğdem ŞATIR ALTINEL. (2021) The Examination of Argumentation Based Problem Solving Processes of 10th Grade Students. Acta Didactica Napocensia 14:1, pages 46-63.
Crossref
Crossref
Suna ÇÖĞMEN, Asiye BAHTİYAR & Necla KÖKSAL. (2021) Görsel Düşünme Stratejilerinin Uygulandığı Öğrenme Ortamlarında Fen Öğretmen Adaylarının Argümantasyon DüzeyleriArgumentation Levels of Pre-Service Science Teachers: With The Practices of Visual Thinking Strategies. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi 8:1, pages 289-306.
Crossref
Crossref
Elisabeth Mayweg-Paus, Maria Zimmermann, Nguyen-Thinh Le & Niels Pinkwart. (2020) A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation. Education and Information Technologies 26:2, pages 2053-2089.
Crossref
Crossref
Douglas Walton. 2021. Inquiries in Philosophical Pragmatics. Inquiries in Philosophical Pragmatics
149
169
.
Ümmüye Nur TÜZÜN. (2020) Kimya Eğitiminde Düşünce Deneyleri Kullanılarak Lise Öğrencilerinin Argümantasyon Becerilerinin ve Eleştirel Düşünme Becerilerinin Geliştirilmesi. Cumhuriyet International Journal of Education 9:4, pages 1290-1314.
Crossref
Crossref
Friederike Hendriks, Elisabeth Mayweg-Paus, Mark Felton, Kalypso Iordanou, Regina Jucks & Maria Zimmermann. (2020) Constraints and Affordances of Online Engagement With Scientific Information—A Literature Review. Frontiers in Psychology 11.
Crossref
Crossref
Bhyung-ho Yoo, Youngsun Kwak & Won-Mi Park. (2020) Analysis of Argumentation Structure in Students’ Writing on Socio-scientific issues (SSI): Focusing on the Unit of Climate Change in High School Earth Science I. Journal of the Korean earth science society 41:4, pages 405-414.
Crossref
Crossref
Blanca Araceli Rodríguez Hernández, Cecilia Nohemí Martínez Serna & Nadia Sarahí Ruiz Reyna. (2020) Impacto de una secuencia didáctica para enseñar a escribir artículos de opinión en primaria. Aula de Encuentro 22:1, pages 163-193.
Crossref
Crossref
Nonik INDRAWATİNİNGSİH, Purwanto -Abdur AS'ARİ & Cholis SA'DİJAH. (2020) Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments. Journal for the Education of Gifted Young Scientists 8:2, pages 711-721.
Crossref
Crossref
Viyanti, Cari, W Sunarno, Z K Prasetyo & H Maulina. (2020) Claim and warrant: a contextual physics learning strategy to enhance studens’ argumentation skills. Journal of Physics: Conference Series 1572:1, pages 012011.
Crossref
Crossref
Maija Ročāne & Alīda Samuseviča. (2020) Debašu didaktiskās strukturēšanas pieeja svešvalodas apguvē vecāko klašu skolēniem. Pedagoģija: teorija un prakse : zinātnisko rakstu krājums = Pedagogy: Theory and Practice : collection of scientific articles:IX, pages 100-114.
Crossref
Crossref
Ryosuke Onoda & Kazuhito Osawa. (2020) Effects on Audience Tuning of Watching a Video of One’s Presentation and Receiving Feedback on the Presentation:受け手に合わせた情報発信を促す指導方法. The Japanese Journal of Educational Psychology 68:1, pages 50-65.
Crossref
Crossref
Julia Hüttner. (2020) Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL). Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL).
Gaye D. Ceyhan, Ebru Z. Mugaloglu & John W. Tillotson. (2019) Teaching socio-scientific issues through evidence-based thinking practices: Appropriateness, benefits, and challenges of using an instructional scaffold. İlköğretim Online, pages 1405-1417.
Crossref
Crossref
N Indrawatiningsih, Purwanto, A R As’ari, C Sa’dijah & Dwiyana. (2019) Students’ mathematical argumentation ability in determining arguments or not arguments. Journal of Physics: Conference Series 1315:1, pages 012053.
Crossref
Crossref
S. Nazli Can & Deniz Saribas. (2019) An Argumentative Tool for Facilitating Critical Evaluation. Science & Education 28:6-7, pages 669-687.
Crossref
Crossref
Ralph P. Ferretti & Steve Graham. (2019) Argumentative writing: theory, assessment, and instruction. Reading and Writing 32:6, pages 1345-1357.
Crossref
Crossref
Chauncey Monte-Sano & Amina Allen. (2018) Historical argument writing: the role of interpretive work, argument type, and classroom instruction. Reading and Writing 32:6, pages 1383-1410.
Crossref
Crossref
E. Michael Nussbaum, Ian J. Dove, Nathan Slife, CarolAnne M. Kardash, Refika Turgut & David Vallett. (2018) Using critical questions to evaluate written and oral arguments in an undergraduate general education seminar: a quasi-experimental study. Reading and Writing 32:6, pages 1531-1552.
Crossref
Crossref
N Indrawatiningsih, Purwanto, A R As’ari, Dwiyana, Sudirman & R Rahardi. (2019) The ability of high school students’ critical thinking in solving trigonometric problems. IOP Conference Series: Earth and Environmental Science 243, pages 012050.
Crossref
Crossref
Barbara Loranc-PaszylkJulia Hüttner. 2019. Rethinking directions in language learning and teaching at university level. Rethinking directions in language learning and teaching at university level
5
26
.
RYOSUKE ONODA. (2019) Improving Argumentative Writing in School学校教育における意見文産出指導. The Annual Report of Educational Psychology in Japan 58:0, pages 185-200.
Crossref
Crossref
Manfred Stede & Jodi Schneider. 2019. Argumentation Mining. Argumentation Mining.
Lezlie Christensen-Branum, Ashley Strong & Cindy D'On Jones. (2019) Mitigating Myside Bias in Argumentation. Journal of Adolescent & Adult Literacy 62:4, pages 435-445.
Crossref
Crossref
Gülseda EYCEYURT TÜRK, Mustafa TÜYSÜZ & Ümmüye Nur TÜZÜN. (2018) Organik Kimya Kavramlarının Öğretiminde Düşünce Deneyleri Temelli Argümantasyonun Lise Öğrencilerinin Eleştirel Düşünme Becerilerine EtkisiThe Effect of Thought Experiments-Based Argumentation on High School Students’ Critical Thinking Skills in Teaching Organic Chemistry Concepts. Kastamonu Eğitim Dergisi 26:6, pages 2021-2032.
Crossref
Crossref
Evendi, E Susantini, Wasis & B K Prahani. (2018) Improving Students’ Scientific Asking Skills through the Implementation of Question Webs Based Learning Model. Journal of Physics: Conference Series 1108, pages 012037.
Crossref
Crossref
Fabrizio Macagno. (2018) Assessing relevance. Lingua 210-211, pages 42-64.
Crossref
Crossref
Doug Lombardi, Janelle M. Bailey, Elliot S. Bickel & Shondricka Burrell. (2018) Scaffolding scientific thinking: Students’ evaluations and judgments during Earth science knowledge construction. Contemporary Educational Psychology 54, pages 184-198.
Crossref
Crossref
T Santoso, L Yuanita & E Erman. (2018) The role of student’s critical asking question in developing student’s critical thinking skills. Journal of Physics: Conference Series 953, pages 012042.
Crossref
Crossref
Doug Lombardi, Elliot S. Bickel, Janelle M. Bailey & Shondricka Burrell. (2017) High school students’ evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science. Science Education 102:1, pages 153-177.
Crossref
Crossref
Cindy Litman & Cynthia Greenleaf. (2018) Argumentation Tasks in Secondary English Language Arts, History, and Science: Variations in Instructional Focus and Inquiry Space. Reading Research Quarterly 53:1, pages 107-126.
Crossref
Crossref
Yi Song, Paul Deane & Mary Fowles. (2017) Examining Students' Ability to Critique Arguments and Exploring the Implications for Assessment and Instruction. ETS Research Report Series 2017:1, pages 1-12.
Crossref
Crossref
Yi Song, Paul Deane & Beata Beigman Klebanov. (2017) Toward the Automated Scoring of Written Arguments: Developing an Innovative Approach for Annotation. ETS Research Report Series 2017:1, pages 1-15.
Crossref
Crossref
Susan De La Paz & Daniel R. Wissinger. (2016) Improving the Historical Knowledge and Writing of Students With or At Risk for LD. Journal of Learning Disabilities 50:6, pages 658-671.
Crossref
Crossref
Yao-Ting Sung, Je-Ming Yang & Han-Yueh Lee. (2017) The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis. Review of Educational Research 87:4, pages 768-805.
Crossref
Crossref
Agnes Makhene. (2017) Argumentation: A Methodology to Facilitate Critical Thinking. International Journal of Nursing Education Scholarship 14:1.
Crossref
Crossref
T Santoso & L Yuanita. (2017) Metacognitive Analysis of Pre-Service Teachers of Chemistry in Posting Questions. Journal of Physics: Conference Series 824, pages 012026.
Crossref
Crossref
Petru L. Curşeu, Sandra G. L. Schruijer & Oana C. Fodor. (2017) Minority Dissent and Social Acceptance in Collaborative Learning Groups. Frontiers in Psychology 8.
Crossref
Crossref
Gale M. Sinatra & Barbara K. Hofer. (2016) Public Understanding of Science. Policy Insights from the Behavioral and Brain Sciences 3:2, pages 245-253.
Crossref
Crossref
Doug Lombardi, Robert W. Danielson & Neil Young. (2016) A plausible connection: Models examining the relations between evaluation, plausibility, and the refutation text effect. Learning and Instruction 44, pages 74-86.
Crossref
Crossref
Elisabeth Mayweg-Paus & Fabrizio Macagno. (2016) How Dialogic Settings Influence Evidence Use in Adolescent Students. Zeitschrift für Pädagogische Psychologie 30:2-3, pages 121-132.
Crossref
Crossref
Ulrike Hahn & Jos Hornikx. (2015) A normative framework for argument quality: argumentation schemes with a Bayesian foundation. Synthese 193:6, pages 1833-1873.
Crossref
Crossref
Thomas Weiß. 2016. Fachspezifische und fachübergreifende Argumentationen am Beispiel von Schöpfung und Evolution. Fachspezifische und fachübergreifende Argumentationen am Beispiel von Schöpfung und Evolution
511
544
.
Ying-Chih Chen, Brian Hand & Soonhye Park. (2016) Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry. Science & Education 25:3-4, pages 277-320.
Crossref
Crossref
Brian Hand, Andy Cavagnetto, Ying-Chih Chen & Soonhye Park. (2016) Moving Past Curricula and Strategies: Language and the Development of Adaptive Pedagogy for Immersive Learning Environments. Research in Science Education 46:2, pages 223-241.
Crossref
Crossref
RYOSUKE ONODA & EIJI MATSUMURA. (2016) Instructional Methods Intended to Reduce My-Side Bias in Writing Arguments :低学年児童を対象とした意見文産出指導. The Japanese Journal of Educational Psychology 64:3, pages 407-422.
Crossref
Crossref
Fabrizio Macagno. (2016) Argument relevance and structure. Assessing and developing students’ uses of evidence. International Journal of Educational Research 79, pages 180-194.
Crossref
Crossref
Elisabeth Mayweg-Paus, Monja Thiebach & Regina Jucks. (2016) Let me critically question this! – Insights from a training study on the role of questioning on argumentative discourse. International Journal of Educational Research 79, pages 195-210.
Crossref
Crossref
Chrysi Rapanta & Fabrizio Macagno. (2016) Argumentation methods in educational contexts: Introduction to the special issue. International Journal of Educational Research 79, pages 142-149.
Crossref
Crossref
Yuri Uesaka, Mika Igarashi & Rei Suetsugu. 2016. Diagrammatic Representation and Inference. Diagrammatic Representation and Inference
172
186
.
Douglas WaltonDouglas Walton. 2016. Argument Evaluation and Evidence. Argument Evaluation and Evidence
1
33
.
Christine Greenhow, Thor Gibbins & Melissa M. Menzer. (2015) Re-thinking scientific literacy out-of-school: Arguing science issues in a niche Facebook application. Computers in Human Behavior 53, pages 593-604.
Crossref
Crossref
Fabrizio Macagno, Elisabeth Mayweg-Paus & Deanna Kuhn. (2014) Argumentation Theory in Education Studies: Coding and Improving Students’ Argumentative Strategies. Topoi 34:2, pages 523-537.
Crossref
Crossref
Yeonjoo Ko, Yunhee Choi & Hyunju Lee. (2015) Development of an Analytical Framework for Dialogic Argumentation in the Context of Socioscientific Issues: Based on Discourse Clusters and Schemes. Journal of The Korean Association For Science Education 35:3, pages 509-521.
Crossref
Crossref
Sharon Radcliff & Elise Y. Wong. (2015) Evaluation of sources: a new sustainable approach. Reference Services Review 43:2, pages 231-250.
Crossref
Crossref
Suna Ryu, Yuhwha Han & Seoung-Hey Paik. (2015) Understanding Co-development of Conceptual and Epistemic Understanding through Modeling Practices with Mobile Internet. Journal of Science Education and Technology 24:2-3, pages 330-355.
Crossref
Crossref
Paul Stapleton & Yanming (Amy) Wu. (2015) Assessing the quality of arguments in students' persuasive writing: A case study analyzing the relationship between surface structure and substance. Journal of English for Academic Purposes 17, pages 12-23.
Crossref
Crossref
RYOSUKE ONODA. (2015) Effects of Goal Instructions, Strategy, and Role Assignment on Reducing My-Side Bias When Writing Arguments児童の意見文産出におけるマイサイドバイアスの低減. The Japanese Journal of Educational Psychology 63:2, pages 121-137.
Crossref
Crossref
Andri Christodoulou & Jonathan Osborne. (2014) The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument. Journal of Research in Science Teaching 51:10, pages 1275-1300.
Crossref
Crossref
Shu-Sheng Lin. (2013) SCIENCE AND NON-SCIENCE UNDERGRADUATE STUDENTS’ CRITICAL THINKING AND ARGUMENTATION PERFORMANCE IN READING A SCIENCE NEWS REPORT. International Journal of Science and Mathematics Education 12:5, pages 1023-1046.
Crossref
Crossref
Brian J. Reiser & Iris Tabak. 2014. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences
44
62
.
Sharon Radcliff. 2014. Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century. Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century
474
483
.
Doug Lombardi, Gale M. Sinatra & E. Michael Nussbaum. (2013) Plausibility reappraisals and shifts in middle school students' climate change conceptions. Learning and Instruction 27, pages 50-62.
Crossref
Crossref
Yi Song & Ralph P. Ferretti. (2012) Teaching critical questions about argumentation through the revising process: effects of strategy instruction on college students’ argumentative essays. Reading and Writing 26:1, pages 67-90.
Crossref
Crossref
Susan De La Paz, Ralph Ferretti, Daniel Wissinger, Laura Yee & Charles MacArthur. (2012) Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies. Written Communication 29:4, pages 412-454.
Crossref
Crossref
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.
Crossref
Crossref
Omid Noroozi, Armin Weinberger, Harm J.A. Biemans, Martin Mulder & Mohammad Chizari. (2012) Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A synthesis of 15 years of research. Educational Research Review 7:2, pages 79-106.
Crossref
Crossref
Susan De La Paz. 2012. Learning About Learning Disabilities. Learning About Learning Disabilities
325
353
.
E. Michael Nussbaum, Gale M. Sinatra & Marissa C. Owens. 2012. Perspectives on Scientific Argumentation. Perspectives on Scientific Argumentation
17
37
.