1,401
Views
10
CrossRef citations to date
0
Altmetric
Articles

Supporting student agency in science

, &

References

  • Asterhan, C., & Schwarz, B. (2016). Argumentation for learning: Well-trodden paths and unexplored territories. Educational Psychologist, 51, 164–187. doi:10.1080/00461520.2016.1155458
  • Cavagnetto, A. R. (2010). Argument to foster scientific literacy: A review of argument interventions in K-12 contexts. Review of Educational Research, 80, 336–371. doi:10.3102%2F0034654310376953
  • DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37, 582–601. doi:10.1002/(ISSN)1098-2736
  • Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition & Instruction, 20, 399–483. doi:10.1207/S1532690XCI2004_1
  • Engle, R. A., Lam, D. P., Meyer, X. S., & Nix, S. E. (2012). How does expansive framing promote transfer several proposed explanations and a research agenda for investigating them. Educational Psychologist, 47, 215–231. doi:10.1080/00461520.2012.695678
  • Ennis, R. H., Millman, J., & Tomko, T. N. (2005). Cornell Critical Thinking Test: Level X (5th ed.). Seaside, CA: Critical Thinking Company.
  • Ford, M. J. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92, 404–423. doi:10.1002/(ISSN)1098-237X
  • Hand, B., & Keys, C. W. (1999). Inquiry investigation. The Science Teacher, 66, 27–29.
  • Hand, B., Shelley, M., Laugerman, M., Fostvedt, L., & Therrien, W. (2018). Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the science writing heuristic approach. Science Education, 102, 693–710. doi:10.1002/sce.2018.102.issue-4
  • Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84, 757–792. doi:10.1002/1098-237X(200011)84:6<757::AID-SCE5>3.0.CO;2-F
  • Kurzban, R., Burton-Chellew, M. N., & West, S. A. (2015). The evolution of altruism in humans. Annual Review of Psychology, 66, 575–599. doi:10.1146/annurev-psych-010814-015355
  • Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30, 359–377. doi:10.1080/01411920410001689689
  • Mercer, N., Wegerif, R., & Dawes, L. (1999). Children's talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1), 95–111.
  • Mercier, H., & Sperber, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral & Brain Sciences, 34, 57–74. doi:10.1017/S0140525X10000968
  • National Research Council. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press. doi:10.17226/18290
  • Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224–240. doi:10.1002/(ISSN)1098-237X
  • Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41, 994–1020. doi:10.1002/(ISSN)1098-2736
  • Premo, J., Lamb, R., & Cavagnetto, A. (2018). Conditional cooperators: Student prosocial dispositions and their perception of the classroom social environment. Learning Environments Research, 21, 229–244. doi:10.1007/s10984-017-9251-z
  • Rand, D. G., & Nowak, M. A. (2013). Human cooperation. Trends in Cognitive Sciences, 17, 413–425. doi:10.1016/j.tics.2013.06.003
  • Resnick, L., & Schantz, F. (2015). Talking to learn: The promise and challenge of dialogic teaching. In L. Resnick, C. Asterhan, & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 441–450). Washington, DC: AERA.
  • Ruff, C. C., & Fehr, E. (2014). The neurobiology of rewards and values in social decision making. Nature Reviews Neuroscience, 15, 549–562. doi:10.1038/nrn3776
  • Schoerning, E., Hand, B., Shelley, M., & Therrien, W. (2015). Language, access, and power in the elementary science classroom. Science Education, 99, 238–259. doi:10.1002/sce.2015.99.issue-2
  • Sharma, A. (2008). Making (Electrical) Connections: Exploring student agency in a school in India. Science Education, 92, 297–319. doi:10.1002/(ISSN)1098-237X

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.