Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation

Author:

Chen Ying-ChihORCID

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference165 articles.

1. Agarwal, P., & Sengupta-Irving, T. (2019). Integrating power to advance the study of connective and productive disciplinary engagement in mathematics and science. Cognition and Instruction, 37(3), 349–366.

2. Amit, M., & Fried, M. N. (2005). Authority and authority relations in mathematics education: a view from an 8th grade classroom. Educational Studies in Mathematics, 58(2), 145–168.

3. Asterhan, C. S. C., & Schwarz, B. B. (2009). Argumentation and explanation in conceptual change: indications from protocol analyses of peer-to-peer dialog. Cognitive Science, 33(3), 374–400.

4. Atkinson, D., Okada, H., & Talmy, S. (2011). Ethnography and discourse analysis. In K. Hyland & B. Paltridge (Eds.), Continuum companion to discourse analysis (pp. 85–100). London: Continuum.

5. Babrow, A. S., & Mathias, M. S. (2009). Generally unseen challenges in uncertainty management. In T. D. Afifi & W. A. Afifi (Eds.), Uncertainty, information management, and disclosure decisions (pp. 9–25). New York: Routledge.

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