The Effect of Argumentation on Middle School Students’ Scientific Literacy as well as their Views, Attitudes and Knowledge About Socioscientific Issues
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11191-023-00489-6.pdf
Reference63 articles.
1. Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practises. Heinemann.
2. Byrne, B. M. (2016). Adaptation of assessment scales in cross-national research: Issues, guidelines, and caveats. International Perspectives in Psychology: Research, Practice, Consultation, 5(1), 51–65.
3. Byrne, J., Ideland, M., Malmberg, C., & Grace, M. (2014). Climate change and everyday life: Repertoires children use to negotiate a socio-scientific issue. International Journal of Science Education, 36(9), 1491–1509. https://doi.org/10.1080/09500693.2014.891159
4. Çepni, Z., & Geçit, Y. (2020). Social studies teacher candidates’ attitudes and views regarding socio-scientific issues. International Journal of Geography and Geography Education (IGGE), 42, 133–154. https://doi.org/10.32003/igge.732782
5. Chang, H. Y., Hsu, Y. S., Wu, H. K., & Tsai, C. C. (2018). Students’ development of socio-scientific reasoning in a mobile augmented reality learning environment. International Journal of Science Education, 40(12), 1410–1431. https://doi.org/10.1080/09500693.2018.1480075
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