Author:
Dawson Vaille Maree,Venville Grady
Publisher
Springer Science and Business Media LLC
Reference30 articles.
1. Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: students’ argumentation in group discussion on a socioscientific issue. Research in Science Education, 38(1), 67–90. doi: 10.1007/s11165-007-9040-2 .
2. Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to argue: case studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45(1), 101–131. doi: 10.1002/tea.20213 .
3. Bryce, T. (2004). Tough acts to follow: the challenges to science teachers presented by biotechnological progress. International Journal of Science Education, 26(4), 717–733. doi: 10.1080/0950069032000138833 .
4. Dawson, V. M., & Taylor, P. C. (2000). Do adolescents’ bioethical decisions differ from those of experts? Journal of Biological Education, 34(4), 1–5.
5. Dawson, V., & Venville, G. (in press). High school students’ informal reasoning and argumentation about biotechnology: An indicator of scientific literacy? International Journal of Science Education, accepted February 18th, 2008.
Cited by
134 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献