The DOI matches its Crossref record; 55 of the 55 references it cites were found in a registry or an index.
Classroom communities' adaptations of the practice of scientific argumentation
Abstract
Scientific argumentation is increasingly seen as a key inquiry practice for students in science classrooms. This is a complex practice that entails three overlapping, instructional goals: Participants articulate their understandings and work to persuade others of those understandings in order to make sense of the phenomenon under study (L. K. Berland & B. J. Reiser, 2009). This study examines the argumentative discussions that emerged in two middle school science classrooms to explore variation in how the goals of sensemaking and persuasion were taken up. Our analyses reveals that each classroom engaged with these two goals but that they did so quite differently. These differences suggest that the students in each class had overlapping but different interpretations of argumentation. In addition, comparing across the class' arguments suggests these two goals of scientific argumentation may be in tension with one another. © 2010 Wiley Periodicals, Inc. Sci Ed 95: 191–216, 2011
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Cited by
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories
Asterhan, C. S. C., & Schwarz, B. B. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1155458 · Cited by 338
International Handbook of the Learning Sciences
(2018) · Routledge eBooks · doi:10.4324/9781315617572 · Cited by 331
Improvements to elementary children's epistemic understanding from sustained argumentation
Ryu, S., & Sandoval, W. A. (2012) · Science Education · doi:10.1002/sce.21006 · Cited by 294
Rapanta, C., Garcia-Mila, M., & Gilabert, S. (2013) · Review of Educational Research · doi:10.3102/0034654313487606 · Cited by 228
PIMENTEL, D. S., & McNEILL, K. L. (2013) · Science Education · doi:10.1002/sce.21061 · Cited by 162
Metadata
- Authors
- Berland, L. K., & Reiser, B. J.
- Venue
- Science Education
- Publisher
- Wiley
- Published
- 2010-10
- Volume
- 95
- Issue
- 2
- Pages
- 191-216
- ISSN
- 0036-8326 (ISSN-L)
- 1098-237X
- OpenAlex
- W2046897403
- Cited by
- 296
- References
- 55
- FWCI
- 52.12
- Type
- journal article
- Language
- en
- Open access
- closed
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