標(biāo)題: Titlebook: Argumentation in Science Education; Perspectives from Cl Sibel Erduran,María Pilar Jiménez-Aleixandre Book 2007 Springer Science+Business M [打印本頁] 作者: 去是公開 時間: 2025-3-21 18:12
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書目名稱Argumentation in Science Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Argumentation in Science Education被引頻次
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書目名稱Argumentation in Science Education讀者反饋
書目名稱Argumentation in Science Education讀者反饋學(xué)科排名
作者: 愛好 時間: 2025-3-21 21:57
A New Ideomotor Theory of Voluntary Controlamines and evaluates the numerous and at times iterative transformations of evidence into explanations (Duschl & Grandy, 2007). Thus, as this edited volume on argumentation demonstrates, educational researchers are focusing on ways to understanding the language of science and to support dialogic argumentation in science classrooms.作者: Initial 時間: 2025-3-22 01:09
https://doi.org/10.1007/978-3-319-64537-7at is the unit of analysis of argument and of argumentation in classroom conversations? What criteria drive the selection and application of coding tools? What justifies the choice of one methodological approach over another? What does a particular methodological approach enable us to do and how does it do so?作者: Deceit 時間: 2025-3-22 06:11 作者: Rustproof 時間: 2025-3-22 10:29
Methodological Foundations in the Study of Argumentation in Science Classroomsat is the unit of analysis of argument and of argumentation in classroom conversations? What criteria drive the selection and application of coding tools? What justifies the choice of one methodological approach over another? What does a particular methodological approach enable us to do and how does it do so?作者: Prostaglandins 時間: 2025-3-22 13:16 作者: 濕潤 時間: 2025-3-22 19:51 作者: 車床 時間: 2025-3-22 23:11 作者: 小母馬 時間: 2025-3-23 04:10 作者: Lucubrate 時間: 2025-3-23 05:52
Quality Argumentation and Epistemic Criteriaamines and evaluates the numerous and at times iterative transformations of evidence into explanations (Duschl & Grandy, 2007). Thus, as this edited volume on argumentation demonstrates, educational researchers are focusing on ways to understanding the language of science and to support dialogic argumentation in science classrooms.作者: Cultivate 時間: 2025-3-23 10:29 作者: 慢慢流出 時間: 2025-3-23 16:04
What Can Argumentation Tell Us About Epistemology?ikely to engage in truly scientific argumentation. At the same time, we see everyday contexts all around us where people might apply scientific arguments to further other kinds of arguments. For example, using arguments about global climate change to argue for or against particular energy policies or even personal consumer decisions.作者: 名字 時間: 2025-3-23 20:24
Friction and Sliding Phenomena,al selection. A second aspect of argumentation has to do with argumentation as persuasion, in Darwin‘s case as an attempt to convince an audience, composed both of scientists and of the general public, that the animals and plants had changed, that the species living on Earth descended from other spe作者: CRP743 時間: 2025-3-24 00:24
Essay on Planck Star Phenomenology,of these aspects in the fourth and fifth sections. Finally, the last section addresses what the literature says about scaffolding argumentation. In other words, we will try to answer the questions science educators may pose in order to deal with argumentation in their science classes: What are the m作者: Outmoded 時間: 2025-3-24 04:57
Opportunistic Planning and Freudian Slipsrted by a justification. The characteristics of justifications are not included in our definition, as the quality of the justification, according to the nature of arguments, is to be judged by the debaters.作者: Occupation 時間: 2025-3-24 09:30 作者: 世俗 時間: 2025-3-24 12:27 作者: 哪有黃油 時間: 2025-3-24 16:18 作者: 起波瀾 時間: 2025-3-24 20:50 作者: 蜈蚣 時間: 2025-3-25 01:10 作者: Concomitant 時間: 2025-3-25 06:26
Cognitive Foundations of Learning Argumentationof these aspects in the fourth and fifth sections. Finally, the last section addresses what the literature says about scaffolding argumentation. In other words, we will try to answer the questions science educators may pose in order to deal with argumentation in their science classes: What are the m作者: mediocrity 時間: 2025-3-25 10:02 作者: 煩憂 時間: 2025-3-25 13:26
Analysis of Lines of Reasoning in Written Argumentationt al., 2003). This ability includes understanding the relationships among questions, data, and claims, as well as how these relationships can be organized to formulate evidence for a given task and audience (Wallace et al., 2004). While the use of evidence in reasoning is a noted goal of scientific 作者: 毗鄰 時間: 2025-3-25 18:25 作者: Lumbar-Spine 時間: 2025-3-25 23:58 作者: CHARM 時間: 2025-3-26 03:11 作者: Feckless 時間: 2025-3-26 06:13 作者: 初次登臺 時間: 2025-3-26 10:31
Donald L. Ballantyne,John Marquis Conversegn 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?作者: 領(lǐng)導(dǎo)權(quán) 時間: 2025-3-26 13:02 作者: bacteria 時間: 2025-3-26 19:03
978-94-024-1311-3Springer Science+Business Media B.V. 2007作者: 比賽用背帶 時間: 2025-3-26 21:28
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?作者: CLEAR 時間: 2025-3-27 01:57 作者: NIL 時間: 2025-3-27 06:08
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作者: 裹住 時間: 2025-3-27 10:02
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作者: 接觸 時間: 2025-3-27 13:59 作者: Loathe 時間: 2025-3-27 20:36 作者: MEN 時間: 2025-3-28 01:19 作者: braggadocio 時間: 2025-3-28 04:08
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作者: 強(qiáng)所 時間: 2025-3-28 10:12 作者: 相反放置 時間: 2025-3-28 14:23
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作者: 多樣 時間: 2025-3-28 17:09 作者: 大漩渦 時間: 2025-3-28 21:40
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作者: 收養(yǎng) 時間: 2025-3-29 01:41
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 作者: carotid-bruit 時間: 2025-3-29 04:53 作者: ligature 時間: 2025-3-29 08:39 作者: 平息 時間: 2025-3-29 11:37 作者: Neolithic 時間: 2025-3-29 16:30
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作者: Scintigraphy 時間: 2025-3-29 22:09 作者: Lacerate 時間: 2025-3-30 03:38 作者: aggravate 時間: 2025-3-30 04:47 作者: 平常 時間: 2025-3-30 11:04
Social Aspects of Argumentation2006; Mercer, 2000; Solomon, 1992). The purpose of this chapter is to explore some of these social aspects and discuss their legitimacy and possible consequences for teaching argumentation in science education. The scope for our exploration is the social aspects of argumentation in science-related i作者: Inkling 時間: 2025-3-30 13:08
Analysis of Lines of Reasoning in Written Argumentationocial 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
