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Filtering by: Subject Science -- Study and teaching (Middle school)

Analyzing explicit teaching strategies and student discourse for scientific argumentation

Creator:

Park, Young-Shin

Abstract:

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 the scientific thinking needed to understand the nature of scientific knowledge and...

Resource Type:

Dissertation