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ERIC Number: EJ896324
Record Type: Journal
Publication Date: 2010-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0036-8326
Teaching and Learning Science as Argument
Kuhn, Deanna
Science Education, v94 n5 p810-824 Sep 2010
The concept of science as argument, and the view that engaging in scientific argumentation should play a key role in science education, has become widely endorsed. The case is made here that this objective will be enhanced by broad understanding of the nature of argument skills and their directions and patterns of development. A line of research directed to this goal is described. (Contains 2 figures and 2 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 6; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A