von Aufschnaiter, Claudia and Erduran, Sibel and Osborne, Jonathan and Simon, Shirley (2008) Arguing to Learn and Learning to Argue: Case Studies of How Students', Argumentation Relates to Their Scientific Knowledge. Journal of Research in Science Teaching, 45 (1). pp. 101-131. ISSN 0022-4308. DOI UNSPECIFIEDFull text not available from this repository.
|Not from UCL IOE?|
|Additional Information:||S.Simon is submitting this publication. The paper reports on original research, using innovative methods, that explores the relationship between argumentation practices and science learning.|
|Divisions:||IOE Departments > Departments > Geography, Enterprise, Mathematics and Science
IOE Departments > Departments > Curriculum, Pedagogy and Assessment
|Depositing User:||IOE Repository Editor (2)|
|Date Deposited:||21 Oct 2009 15:24|
|Last Modified:||29 Jan 2015 08:37|