Science Teachers’ Views of Argument in Scientific Inquiry and Argument-Based Science Instruction
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11165-019-9861-9.pdf
Reference49 articles.
1. Asay, L. D., & Orgill, M. K. (2010). Analysis of essential features of inquiry found in articles published in the science teacher, 1998-2007. Journal of Science Teacher Education, 21, 57–79.
2. Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
3. Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26–55.
4. Capps, D. K., & Crawford, B. A. (2013). Inquiry-based instruction and teaching about nature of science: are they happening? Journal of Science Teacher Education, 24, 497–526.
5. Cavagnetto, A. (2010). Argument to foster scientific literacy: a review of argument intervention in K-12 science contexts. Review of Educational Research, 80(3), 336–371.
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