Funder
National Science Foundation
Publisher
Springer Science and Business Media LLC
Reference64 articles.
1. Asterhan, C. S. C., & Schwarz, B. B. (2016). Argumentation for learning: Well-trodden paths and unexplored territories. Educational Psychologist, 51(2), 164–187.
2. 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.
3. Bloom, J. W. (2001). Discourse, cognition, and chaotic systems: An examination of students’ argument about density. Journal of the Learning Sciences, 10(4), 447–492.
4. Bravo, A. A., & Chion, A. R. (2017). Language, discourse, argumentation, and science education. In K. S. Taber & B. Akpan (Eds.), Science Education (pp. 157–166). Brill Sense.
5. Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gašević, D., & Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, 2, 100027.
Cited by
21 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