Moving beyond Pseudoargumentation: Teachers' Enactments of an Educative Science Curriculum Focused on Argumentation.
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DOI: 10.1002/sce.21274
Abstract: Argumentation, a key epistemic practice in science, engages students in socially constructing knowledge claims using evidence. However, teachers need support in integrating argumentation into classroom instruction. We examined teachers’ enactments of an educative science curriculum… read more here.
Keywords: curriculum; science; enactments educative; teachers enactments ... See more keywords