Argumentation in Primary Grades STEM Instruction: Examining Teachers’ Beliefs and Practices in the USA

Author:

Conner AnnaMarie,Crawford Barbara A.,Foutz Timothy,Hill Roger B.,Jackson David F.,Kim ChanMin,Thompson Sidney A.

Publisher

Springer International Publishing

Reference32 articles.

1. Asterhan, C. S., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99(3), 626.

2. Berland, M., Martin, T., Benton, T., Petrick Smith, C., & Davis, D. (2013). Using learning analytics to understand the learning pathways of novice programmers. Journal of the Learning Sciences, 22(4), 564–599.

3. Conner, A., & Singletary, L. M. (2018). Teacher beliefs and support for argumentation. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 283–290). Umeå, Sweden: PME.

4. Conner, A., Singletary, L. M., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2014). Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities. Educational Studies in Mathematics, 86(3), 401–429. https://doi.org/10.1007/s10649-014-9532-8

5. Crawford, B. A. (2014). From Inquiry to Scientific Practices in the Science Classroom. In N. Lederman & S. Abell (Eds.), Handbook of research on science education. Vol. II. New York: Rutledge.

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