Exploring teachers’ meta-strategic knowledge of science argumentation teaching with the repertory grid technique-Reference-Cited by-同舟云学术

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Exploring teachers’ meta-strategic knowledge of science argumentation teaching with the repertory grid technique

Published:2017-01-20 Issue:2 Volume:39 Page:105-134
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Lin Yu-Ren¹,Hung Cheng-Yu²,Hung Jeng-Fung³

Affiliation:

1. Institute of Science Education and Communication, Central China Normal University, Wuhan, People’s Republic of China

2. Institute of Education, National Chiao-Tung University, Hsinchu, Taiwan

3. Institute of Science Education, National Kaohsiung Normal University, Kaohsiung, Taiwan

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2016.1270476

Reference107 articles.

1. When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue

2. The effects of monological and dialogical argumentation on concept learning in evolutionary theory.

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3. Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking;Metacognition and Learning;2022-08-01

4. What do they really think? the repertory grid technique as an educational research tool for revealing tacit cognitive structures;International Journal of Science Education;2021-03-21

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