Secondary teachers’ instructional practices on argumentation in the context of science and religious education-Reference-Cited by-同舟云学术

Secondary teachers’ instructional practices on argumentation in the context of science and religious education

Published:2022-05-19 Issue:8 Volume:44 Page:1251-1276
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Park Wonyong¹^ORCID,Erduran Sibel²^ORCID,Guilfoyle Liam²^ORCID

Affiliation:

1. Southampton Education School, University of Southampton, Southampton, UK

2. Department of Education, University of Oxford, Oxford, UK

Funder

Templeton World Charity Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2022.2074565

Reference69 articles.

1. Assessing and Enhancing Pre-service Science Teachers’ Self-Efficacy to Teach Science Through Argumentation: Challenges and Possible Solutions

2. Baird, J. A., Ahmed, A., Hopfenbeck, T., Brown, C. & Elliott, V. (2013). Research evidence relating to proposals for reform of the GCSE. Oxford University Centre for Educational Assessment Report OUCEA/13/1.

3. The Work of Teaching and the Challenge for Teacher Education

4. Explaining Variation in How Classroom Communities Adapt the Practice of Scientific Argumentation

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