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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ605606
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-8326
Establishing the Norms of Scientific Argumentation in Classrooms.
Driver, Rosalind; Newton, Paul; Osborne, Jonathan
Science Education, v84 n3 p287-312 May 2000
Develops the case for the inclusion and central role of argument in science education. Discusses the function and purpose of dialogical argument in the social construction of scientific knowledge and interpretation of empirical data. (Author/CCM)
Descriptors: Classroom Techniques, Debate, Higher Education, Persuasive Discourse, Science Education, Scientific Concepts
Publication Type: Guides - Classroom - Teacher; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A