Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge
Author:
Affiliation:
1. Faculty of Psychology, Universidad Alberto Hurtado;
2. Escuela de Psicología, Pontificia Universidad Católica de Chile
Funder
Fondo de Desarrollo Científico y Tecnológico de Chile
Publisher
Informa UK Limited
Subject
General Psychology,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology
Link
https://www.tandfonline.com/doi/pdf/10.1080/07370008.2019.1627360
Reference110 articles.
1. Argumentative Design
2. Justifying Predictions: Connecting Use of Educative Curriculum Materials to Students’ Engagement in Science Argumentation
3. Aristotle. (1926). The “Art” of Rhetoric (John Freese, trans.). Loeb Classical Library.
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