When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
http://link.springer.com/content/pdf/10.1007/s11165-007-9040-2.pdf
Reference60 articles.
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3. Bader, B. (2003). Interprétation d’une controverse scientifique: Stratégies argumentatives d’adolescentes et d’adolescents québécois [Interpretation of a scientific controversy: Argumentative strategies of teenagers in Quebec]. Canadian Journal of Science, Mathematics & Technology Education, 3(2), 231–250.
4. Bianchini, J. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 43, 1039–1065.
5. Billig, M. (1987). Arguing and thinking: A rhetorical approach to social psychology. Cambridge, UK: Cambridge University Press.
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