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

多样

大漩涡

https://doi.org/10.1007/978-1-4899-1164-3Young, 1999; Kollar et al., 2005; Marttunen & Laurinen, 2001; Pea, 1994; Roschelle & Pea, 1999; Schellens & Valcke, 2006). This chapter examines the affordances of these environments, the research behind their development, and the expected benefit of technology-enhanced argumentation. We discuss env

收养

Mark E. Mattson,Bernard J. Baarstly in their classrooms? What implications does that body of knowledge have for teacher education (TE) and professional development (PD) programs? Let us take a look at the reflections of a teacher who had taught (what she considered to be) a successful argumentation lesson in a ninth grade biology

carotid-bruit

ligature

平息

Neolithic

Cognitive Foundations of Learning Argumentation 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

Scintigraphy

Lacerate

aggravate