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TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse
This paper reports some methodological approaches to the analysis of argu- mentation discourse developed as part of the two-and-a-half year project titled "EnhancingExpand
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Enhancing the quality of argumentation in school science
The research reported in this paper focussed on the design of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over twoExpand
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Learning to Teach Argumentation: Research and development in the science classroom
The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1‐year period, a group of 12 teachers from schools in theExpand
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Methodological Foundations in the Study of Argumentation in Science Classrooms
Ask anyone who has done work on argumentation in science classrooms what their primary concern has been in this line of research, and they will most likely respond with one word: methodology. MostExpand
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Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge
In this study we investigated junior high school students' processes of argumentation and cognitive development in science and socioscientific lessons. Detailed studies of the relationship betweenExpand
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Enhancing the quality of argument in school science
This article makes a case for why teaching about ‘ideas and evidence’ requires more attention t o the teaching of argument in school science. Based on research work at Kings’ College London conductedExpand
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Argumentation in Science Education: Perspectives from Classroom-Based Research
Editors' Foreword Preface. A. Tiberghien Section I Argumentation Foundations Chapter 1. Argumentation in Science Education: An Overview. M Jimenez Aleixandre & S Erduran Chapter 2. CognitiveExpand
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Ideas, Evidence and Argument in Science
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Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education.
Traditional applications of history and philosophy of science in chemistry education have concentrated on the teaching and learning of history of chemistry. In this paper, the recent emergence ofExpand
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Reconceptualizing the Nature of Science for Science Education
Abstract Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? TheyExpand
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