Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge

Author:

von Aufschnaiter Claudia,Erduran Sibel,Osborne Jonathan,Simon Shirley

Publisher

Wiley

Subject

Education

Reference54 articles.

1. Effects of Interactive Discussion and Text Type on Learning Counterintuitive Science Concepts

2. & (1995). Argument and science education. In & (Eds.), Competing and consensual voices: The theory and practice of argumentation (pp. 84–98). Clevedon, UK: Multilingual Matters.

3. (1997). The development of conceptual structures. In & (Eds.), Carmichael's handbook of child development (pp. 745–804). New York: McGraw-Hill.

4. (2002). Why “conceptual ecology” is a good idea. In & (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 29–60). Dordrecht: Kluwer.

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