Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 1,161

The DOI matches its Crossref record; 120 of the 120 references it cites were found in a registry or an index.

Supporting and Promoting Argumentation Discourse in Science Education

Duschl, Richard A., Osborne, Jonathan·2002·Studies in Science Education
DOI 10.1080/03057260208560187
Open this paper in CoChat — free account

Abstract

Explores the research on argumentation in science education by focusing on two questions: (1) what should constitute argumentation?; and (2) what does research say about classroom conditions that promote, nurture, and sustain argumentation practices among students? Discusses possible barriers to argumentation and foundational frameworks and conditions for inquiry and argumentation. (Contains 126 references.) (YDS)

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1080/03057260208560187

Cites

120 of 120 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 120 references

Cited by

See all 1,161

Metadata

Authors
Duschl, R. A., & Osborne, J.
Venue
Studies in Science Education
Publisher
Informa UK Limited
Published
2002-01
Volume
38
Issue
1
Pages
39-72
ISSN
  • 0305-7267 (ISSN-L)
  • 1940-8412
DOI
10.1080/03057260208560187
OpenAlex
W2031093250
Cited by
1,161
References
120
FWCI
32.49
Type
journal article
Language
en
Open access
closed

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Supporting and Promoting Argumentation Discourse in Science Education. https://app.cochat.ai/papers/10.1080/03057260208560187
The paper
Duschl, R. A., & Osborne, J. (2002). Supporting and Promoting Argumentation Discourse in Science Education. Studies in Science Education. https://doi.org/10.1080/03057260208560187

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.