Argümantasyonun Elektrikteki Kavramsal Anlama Üzerine Etkisi
Asterhan, C. S., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99(3), 626.
Berland, L. K., & Hammer, D. (2012). Students’ framings and their participation in scientific argumentation. In Perspectives on scientific argumentation (pp. 73-93). Springer Netherlands.
Bricker, L. A., & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473-498.
Cavagnetto, A. R. (2010). Argument to Foster Scientific Literacy A Review of Argument Interventions in K–12 Science Contexts. Review of Educational Research, 80(3), 336-371.
Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics. Journal of research in science teaching, 30(10), 1241-1257.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.
Erduran, S., Simon, S., & Osborne, J. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994–1020.
Erduran, S., Simon, S., & Osborne, J. (2004). Tapping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science education, 88(6), 915-933.
Keys, C.W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36, 1065-1081.
Nielsen, J. A. (2013). Dialectical features of students’ argumentation: A critical review of argumentation studies in science education. Research in Science Education, 43(1), 371-393.
Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 65(7), 446-456.
Sampson, V., Grooms, J., & Walker, J. P. (2011). Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217-257.
Zhou, G. (2010). Conceptual change in science: A process of argumentation. Eurasian Journal of Mathematics, Science & Technology Education, 6(2), 101-110
- Şu halde refbacks yoktur.