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Shemwell, Jonathan T.; Gwarjanski, Kalee R.; Capps, Daniel K.; Avargil, Shirly; Meyer, Joanna L. – International Journal of Science Education, 2015
In scientific arguments, claims must have meaning that extends beyond the immediate circumstances of an investigation. That is, claims must be generalised in some way. Therefore, teachers facilitating classroom argumentation must be prepared to support students' efforts to construct or criticise generalised claims. However, widely used…
Descriptors: Generalization, Persuasive Discourse, Science Instruction, Teaching Methods