A comparison of biology majors’ written arguments across the curriculum

References

• Berland, L. K., and K. L. McNeill. 2010. “A Learning Progression for Scientific Argumentation: Understanding Student Work and Designing Supportive Instructional Contexts.” Science Education 94(5): 765–793.
   Web of Science ®Google Scholar
• Berland, L. K., and B. J. Reiser. 2009. “Making Sense of Argumentation and Explanation.” Science Education 93(1): 26–55.
   Web of Science ®Google Scholar
• Driver, R., P. Newton, and J. Osborne. 2000. “Establishing the Norms of Scientific Argumentation in Classrooms.” Science Education 84(3): 287–312.
   Web of Science ®Google Scholar
• Erduran, S. 2008. “Methodological Foundations in the Study of Argumentation in Science Classrooms.” In Argumentation in Science Education: Perspectives from Classroom-Based Research, edited by S. Erduran and M. Jiménez -Aleixandre, 47–69. New York: Springer.
   Google Scholar
• Erduran, S., S. Simon, and J. Osborne. 2004. “TAPping into Argumenation: Developments in the Application of Toulmin’s Argument Pattern for Studying Science Discourse.” Science Education 88(6): 915–933.
   Web of Science ®Google Scholar
• Hand, B., and A. Choi. 2010. “Examining the Impact of Student use of Multiple Modal Representations in Constructing Arguments in Organic Chemistry Laboratory Classes.” Research in Science Education 40(1): 29–44.
   Web of Science ®Google Scholar
• Hogan, K., and M. Maglienti. 2001. “Comparing the Epistemological Underpinnings of Students’and Scientists’ Reasoning about Conclusions.” Journal of Research in Science Teaching 38(6): 663–687.
   Web of Science ®Google Scholar
• Jiménez-Aleixandre, M., and S. Erduran. 2008. “Argumentation in Science Education: An Overview.” In Argumentation in Science Education: Perspectives from Classroom-Based Research, edited by S. Erduran and M. Jiménez-Aleixandre, 3–27. New York: Springer.
   Google Scholar
• Jiménez-Aleixandre, M. P., A. B. Rodríguez, and R. Duschl. 2000. “‘Doing the Lesson’ Or ‘Doing Science’: Argument in High School Genetics.” Science Education 84(6): 757–792.
   Web of Science ®Google Scholar
• Kuhn, D. 1993. “Science as Argument: Implications for Teaching and Learning Scientific Thinking.” Science Education 73(3): 319–337.
   Web of Science ®Google Scholar
• Nersessian, N. J. 1995. “Should Physicists Preach what They Practice? Constructive Modeling in Doing and Learning Physics.” Science and Education 4(3): 203–226.
   Google Scholar
• Osborne, J. F., and A. Patterson. 2011. “Scientific Argument and Explanation: A Necessary Distinction?” Science Education 95(4): 627–638.
   Web of Science ®Google Scholar
• Sadler, T. D., and S. R. Fowler. 2006. “A Threshold Model of Content Knowledge Transfer for Socioscientific Argumentation.” Science Education 90(6): 986–1004.
   Web of Science ®Google Scholar
• Sadler, T. D., and D. L. Zeidler. 2005. “The Significance of Content Knowledge for Informal Reasoning Regarding Socioscientific Issues: Applying Genetics Knowledge to Genetic Engineering Issues.” Science Education 89(1): 71–93.
   Web of Science ®Google Scholar
• Schen, M. 2012. “Assessment of Argumentation Skills through Individual Written Instruments and Lab Reports in Introductory Biology.” Paper presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN, 25–28 March.
   Google Scholar
• Takao, A. Y., and G. J. Kelly. 2003. “Assessment of Evidence In University Students’ Scientific Writing.” Science & Education 12(4): 341–363.
   Google Scholar
• Toulmin, S. E. 1958. The Uses of Argument. Cambridge: Cambridge University Press.
   Google Scholar
• Zeineddin, A., and F. Abd-El-Khalick. 2010. “Scientific Reasoning and Epistemological Commitments: Coordination of Theory and Evidence among College Science Students.” Journal of Research in Science Teaching 47(9): 1064–1093.
   Web of Science ®Google Scholar
• Zembal-Saul, C., D. Munford, B. Crawford, P. Friedrichsen, and S. Land. 2002. “Scaffolding Preservice Science Teachers’ Evidence-Based Arguments during an Investigation of Natural Selection.” Research in Science Education 32(4): 437–463.
   Web of Science ®Google Scholar
• Zohar, A., and F. Nemet. 2002. “Fostering Students’ Knowledge and Argumentation Skills Through Dilemmas in Human Genetics.” Journal of Research in Science Teaching 39(1): 35–62.
   Web of Science ®Google Scholar