Assessment of the Ways Students Generate Arguments in Science Education: Current Perspectives and Recommendations for Future Directions.

@inproceedings{Sampson2008AssessmentOT,
  title={Assessment of the Ways Students Generate Arguments in Science Education: Current Perspectives and Recommendations for Future Directions.},
  author={Victor D. Sampson and Douglas B. Clark},
  year={2008}
}
Theoretical and empirical research on argument and argumentation in science education has intensified over the last two decades. The term “argument” in this review refers to the artifacts that a student or a group of students create when asked to articulate and justify claims or explanations whereas the term “argumentation” refers to the process of constructing these artifacts. The intent of this review is to provide an overview of several analytic frameworks that science educators use to… CONTINUE READING

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