An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts
Author:
Affiliation:
1. Centro de Formação de Professores (CFP) Universidade Federal do Recôncavo da Bahia Amargosa Bahia Brazil
2. ArgLab-Institute of Philosophy of Language (IFINova) Universidade Nova de Lisboa Lisbon Portugal
Publisher
Wiley
Subject
History and Philosophy of Science,Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21708
Reference119 articles.
1. When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue
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3. The effects of monological and dialogical argumentation on concept learning in evolutionary theory.
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5. Argumentation for Learning: Well-Trodden Paths and Unexplored Territories
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