“Evaluate What I Was Taught, Not What You Expected Me to Know”: Evaluating Students’ Arguments Based on Science Teachers’ Adaptations to Toulmin’s Argument Pattern-Reference-Cited by-同舟云学术

“Evaluate What I Was Taught, Not What You Expected Me to Know”: Evaluating Students’ Arguments Based on Science Teachers’ Adaptations to Toulmin’s Argument Pattern

Published:2020-10-02 Issue:3 Volume:32 Page:306-324
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Lazarou Demetris¹,Erduran Sibel²^ORCID

Affiliation:

1. Cyprus Ministry of Education, Culture, Sport and Youth, Nicosia, Cyprus

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

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2020.1820663

Reference43 articles.

1. Argumentation and Evaluation Intervention in Science Classes: Teaching and Learning with Toulmin

2. Preservice elementary science teachers’ argumentation competence: impact of a training programme

3. Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics

4. Department for Education. (2014).The national curriculum in England framework document. Department for Education.

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