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Merce Garcia-Mila, Mark Felton, Andrea Miralda-Banda & Núria Castells. (2023) Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines. Journal of Education for Teaching 49:4, pages 648-666.
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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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Articles from other publishers (6)
Paul Nnanyereugo Iwuanyanwu. (2023) When Science Is Taught This Way, Students Become Critical Friends: Setting the Stage for Student Teachers. Research in Science Education.
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Nicholas Bremner, Nozomi Sakata & Leanne Cameron. (2023) Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries. Teaching and Teacher Education 126, pages 104033.
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Nozomi Sakata, Nicholas Bremner & Leanne Cameron. (2022)
A systematic review of the implementation of
learner‐centred
pedagogy in low‐ and
middle‐income
countries
. Review of Education 10:3.
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Esme Hacıeminoğlu & Nadire Gülçin Yıldız. (2022) Interdisciplinary Use of Argumentation among Religious Education and Philosophy Teachers-in-Training. Religions 13:5, pages 405.
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Rabiya KIRAN & Eylem YILDIZ FEYZİOĞLU. (2021) Development of Self-Efficacy for Argumentation Scale. Kuramsal Eğitimbilim 14:3, pages 449-475.
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Paul Iwuanyanwu. (2019) Students’ understanding of calculus-based kinematics and the arguments they generated for problem-solving: The case of understanding physics. Journal of Education in Science, Environment and Health.
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