Titlebook: Argumentation in Science Education; Perspectives from Cl Sibel Erduran,María Pilar Jiménez-Aleixandre Book 2007 Springer Science+Business M

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Designing Argumentation Learning Environmentsgn principles are related to the goal of promoting argumentation in the science classroom? Are they the same as design principles for constructivist learning environments? How can research explore these features of learning environments supporting argumentation?

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Essay on Planck Star Phenomenology, in argumentation, how these processes develop, and most importantly, given the scope of the present book, how this development relates to science learning. For the latter, we need to situate the role of argumentation in science learning, and this is the focus of the first section of the chapter, wh

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https://doi.org/10.1007/978-3-319-64537-7ikely respond with one word: .. Most likely they will then begin to ask you if you have figured out how to distinguish . from .. The questions will continue: can theoretical statements be data? If a warrant is not explicitly stated, can it still be assumed that it is part of the argument? Indeed the

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Mark E. Mattson,Bernard J. Baarsocial construction of scientific knowledge in scientific and school settings have identified a range of purposes, uses, and genres of written communication (Kelly & Chen, 1999; Knorr-Cetina, 1999). The persuasive discourse of written argument is one such type of written communication that has played

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Abigail J. Sellen,Donald A. Normanhe interdependence between science and society. The notion of socio-scientific issues as social dilemmas rooted in scientific domains and the notion of “socially acute questions” are discussed in the first section. The goal of improving students‘ argumentation skills on socio-scientific issues poses