Research on Critique and Argumentation from the Technology Enhanced Learning in Science Center

Author:

Clark Douglas B.,Sampson Victor,Chang Hsin-Yi,Zhang Helen,Tate Erika D.,Schwendimann Beat

Publisher

Springer Netherlands

Reference127 articles.

1. Abell, S. K., Anderson, G., & Chezem, J. (2000). Science as argument and explanation: Exploring concepts of sound in third grade. In J. Minstrell & E. H. Van Zee (Eds.), Inquiry into inquiry learning and teaching in science (pp. 100–119). Washington, DC: American Association for the Advancement of Science.

2. Ainsworth, S. E. (1999). A functional taxonomy of multiple representations. Computers and Education, 33(2/3), 131–152.

3. American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. Washington, DC: Author.

4. Andriessen, J., Baker, M., & Suthers, D. (2003). Argumentation, computer support, and the educational contexts of confronting cognitions. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments (pp. 1–25). Dordrecht: Kluwer.

5. Ardac, D., & Akaygun, S. (2004). Effectiveness of multimedia-based instruction that emphasizes representations on students’ understanding of chemical change. Journal of Research in Science Teaching, 41(4), 317–337.

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