Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course-Reference-Cited by-同舟云学术

Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course

Published:2013-03-25 Issue:5 Volume:50 Page:561-596
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Walker Joi Phelps¹,Sampson Victor²

Affiliation:

1. Division of Science and Math; Tallahassee Community College; Tallahassee, Florida

2. School of Teacher Education & FSU-Teach, Florida State University; Tallahassee, Florida

Publisher

Wiley

Subject

Education

Reference72 articles.

1. Scientific arguments as learning artifacts: Designing for learning from the web with KIE;Bell;International Journal of Science Education,2000

2. Simplifying inquiry instruction: Assessing the inquiry level of classroom activities;Bell;The Science Teacher,2005

3. Framing for scientific argumentation;Berland;Journal of Research in Science Teaching,2012

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