Examining Science Teacher Reflections on Argument-Based Inquiry Through a Critical Discourse Lens
Author:
Funder
No Child Left Behind Title IIA Grant Program
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
http://link.springer.com/content/pdf/10.1007/s11165-018-9790-z.pdf
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3. Cavagnetto, A., Hand, B. M., & Norton-Meier, L. (2010). The nature of elementary student science discourse in the context of the science writing heuristic approach. International Journal of Science Education, 32(4), 427–449.
4. Cochran, K. F., Reinsvold, L. A., & Hess, C. A. (2017). Giving students the power to engage with learning. Research in Science Education, 47(6), 1379–1401.
5. Cronje, R., Murray, K., Rohlinger, S., & Wellnitz, T. (2013). Using the science writing heuristic to improve undergraduate writing in biology. International Journal of Science Education, 35(16), 2718–2731.
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