Session Information
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Expected Outcomes
References
Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: designing for learning from the web with KIE. International Journal of Science Education, 22, 797-817. Bricker, L. A., & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education , 92, 473-498. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentaton in classrooms. Science Education , 84, 287-312. Duschl, R. A., & Grandy, R. E. (2005). Reconsidering the character and the role of inquiry in school science: Framing the debates. Draft paper for the Inquiry Conference on Developing a Consensus Research agenda. Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education , 38 (1), 39-72. Kelly, G. J., Druker, S., & Chen, C. (1998). Students' reasoning about electricity: combining performance assessments with argumentation analysis. International Journal of Science Education , 20 (7), 849 — 871. Kuhn, D. (1993). Science argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319–337. Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching , 41 (10), 994-1020. National Academy of Sciences (1998). Teaching about Evolution and the Nature of Science. Washington, DC: National Academy Press. Suppe, F. (1998). The structure of a scientific paper. Philosophy of Science, 65(3), 381-405. Walton, D. N. (1996). Argumentation schemes for presumptive reasoning. Mahwah, NJ: Lawrence Erlbaum Associates.
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