Developing an Initial Learning Progression for the Use of Evidence in Decision-Making Contexts

Author:

Bravo-Torija Beatriz,Jiménez-Aleixandre María-Pilar

Funder

Ministerio de Economía y Competitividad

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference39 articles.

1. Acar, O., Turkmen, L. & Roychoudhury, A. (2010). Student difficulties in socio-scientific argumentation and decision making research findings: Crossing the borders of two research lines. International Journal of Science Education, 32(9), 1191–1206.

2. Alonzo, A. C., Benus, M., Bennett, W. & Pinney, B. (2009). A learning progression for elementary school students’ understanding of plant nutrition. In G. Cakmakci & M. F. Taşar (Eds.), Contemporary science education research: Learning and assessment (pp. 323–331). Ankara, Turkey: Pegem Akademi.

3. Barnhard, B. & Ford, M. (2014). The importance of context in supporting college freshmen to argue about SSI. Paper presented at the NARST Conference, Pittsburgh, PA.

4. Berland, L. K. & McNeill, K. L. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94(5), 765–793.

5. Bravo-Torija, B. & Jiménez-Aleixandre, M. P. (2010). Is raising salmon sustainable? Use of concepts and evidence about ecology. In M. Hammann, A. J. Waarlo, & K. Th. Boersma (Eds.), The nature of research in biological education: Old and new perspectives on theoretical and methodological issues (pp. 153–166). Utrecht, The Netherlands: Utrecht University, FIsme, CD-β Press.

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