Teachers’ support in developing year 7 students’ argumentation skills about water-based socioscientific issues
Author:
Affiliation:
1. Graduate School of Education, The University of Western Australia, Crawley, Australia
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2023.2226334
Reference40 articles.
1. Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context
2. Climate Change and Everyday Life: Repertoires children use to negotiate a socio-scientific issue
3. The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument
4. Developing Dialogic Argumentation Skills: A 3-year Intervention Study
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1. REAL possibilities: innovative and responsive curriculum enactment enabling impactful inquiry in primary science;International Journal of Science Education;2024-07-30
2. Student voice and agency for transformative change in matters that matter: Impactful inquiry in primary science;The Australian Educational Researcher;2024-05-08
3. A Phenomenological Study: Ardabil Primary Schools Students’ View of Water Scarcity;Handbook of Nature-Based Solutions to Mitigation and Adaptation to Climate Change;2024
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