Analyzing explicit teaching strategies and student discourse for scientific argumentation
Scientific inquiry in K-12 classrooms tends to be procedural, lacking opportunities for students to gain understanding of how scientific knowledge is constructed through reflection, debate, and argument. Limited opportunity to develop scientific argumentation skills prevents students from practicing...
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| Language: | en_US |
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2012
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| Online Access: | http://hdl.handle.net/1957/28724 |