Supporting elementary students’ scientific argumentation with argument-focused metacognitive scaffolds (AMS)
Author:
Affiliation:
1. Department of Elementary Education, University of Alberta, Edmonton, Canada
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2021.1947542
Reference73 articles.
1. Predators of knowledge construction: Interpreting students' metacognition in an amusement park physics program
2. Challenges and Remedies for Identifying and Classifying Argumentation Schemes
3. Making sense of argumentation and explanation
4. Classroom communities' adaptations of the practice of scientific argumentation
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