Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking
Author:
Affiliation:
1. School of Education, University of North Carolina, Chapel Hill
2. Department of Learning, Teaching, and Curriculum, College of Education, University of Missouri, Columbia
Funder
National Science Foundation
Office of Integrative Activities
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2020.1759843
Reference54 articles.
1. When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue
2. Framing for scientific argumentation
3. Scientific literacy for decisionmaking and the social construction of scientific knowledge
4. Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology
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