Using an Observation Protocol To Evaluate Student Argumentation Skills in Introductory Biology Laboratories
Author:
Affiliation:
1. Department of Biology, East Carolina University, Greenville, North Carolina, USA
2. Department of Chemistry, East Carolina University, Greenville, North Carolina, USA
Abstract
Publisher
American Society for Microbiology
Subject
General Agricultural and Biological Sciences,General Immunology and Microbiology,General Biochemistry, Genetics and Molecular Biology,Education
Link
https://journals.asm.org/doi/pdf/10.1128/jmbe.00209-22
Reference20 articles.
1. Tracking Student Argumentation Skills across General Chemistry through Argument-Driven Inquiry Using the Assessment of Scientific Argumentation in the Classroom Observation Protocol
2. Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory
3. 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
4. Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study
5. Research on and Development of Inquiry-Type Chemistry Laboratories in Israel
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