Developing Primary School Students’ Abilities to Evaluate the Evidence of Written Scientific Arguments
Datos Bibliográficos
| ID | 21585366 |
|---|---|
| Autores | Michael Skoumios (0000-0001-7234-9832, University of the Aegean, autor de correspondencia) |
| Año | 2023 |
| Volumen | 32 |
| Número | 4 |
| Páginas | 1139-1164 |
| Fecha de publicación | 2023-08-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Science & Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-022-00352-0 |
| OpenAlex | W4281251395 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 68 |
Alternative medicine · Epistemology · Evidence-based practice · Mathematics education · Pedagogy · Science education · Scientific evidence · Teaching method · Animal and Plant Science Education · Education and Critical Thinking Development · Medicine · Psychology · Science Education and Pedagogy
TAPping into argumentation
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
The place of argumentation in the pedagogy of school science
Informal reasoning regarding socioscientific issues
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
Enhancing the quality of argumentation in school science
Explanation‐driven inquiry
Conceptual and Epistemic Aspects of Students' Scientific Explanations
Science as argument
Grasp of evidence
Addressing the epistemic elephant in the room
Scientific arguments as learning artifacts
Scientific discourse in three urban classrooms
Making sense of argumentation and explanation
The Cambridge Handbook of the Learning Sciences
Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS
Students' adherences to epistemic understanding in evaluating scientific claims
Supporting and Promoting Argumentation Discourse in Science Education
Designing and Conducting Mixed Methods Research
Teaching Scientific Practices
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2024 - 2025 (2) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |