Making sense of science: Argumentation for meaning-making in a teacher-led whole class discussion-Reference-Cited by-同舟云学术

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Making sense of science: Argumentation for meaning-making in a teacher-led whole class discussion

Published:2012-01 Issue:2 Volume:16 Page:192-206
ISSN:1811-7295
Container-title:African Journal of Research in Mathematics, Science and Technology Education
language:en
Short-container-title:African Journal of Research in Mathematics, Science and Technology Education

Author:

Msimanga Audrey,Lelliott Anthony

Publisher

Informa UK Limited

Subject

Computer Science Applications,General Physics and Astronomy,General Engineering,General Mathematics,Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/10288457.2012.10740739

Reference23 articles.

1. Making sense of argumentation and explanation

2. A longitudinal study of teacher change: what makes professional development effective?

Cited by 4 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. iLearn? Investigating dialogical interaction with tablets in mathematics lessons;Technology, Pedagogy and Education;2023-03-27

2. Language, Literacy and Science Learning for English Language Learners: Teacher Meta Talk Vignettes from a South African Science Classroom;Global Developments in Literacy Research for Science Education;2018

3. Dialogic Talk in Diverse Physical Science Classrooms;African Journal of Research in Mathematics, Science and Technology Education;2015-09-02

4. Science curriculum reform in South Africa: Lessons for professional development from research on argumentation in science education;Education as Change;2014-02-14

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