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Ryu, Suna; Sandoval, William A. – Science Education, 2012
The aim of this study was to assess whether and how a sustained instructional focus on argumentation might improve children's understanding and application of key epistemic criteria for scientific arguments. These criteria include the articulation of clear, coherent causal claims, and the explicit justification of such claims with appropriate…
Descriptors: Evidence, Criteria, Persuasive Discourse, Educational Change
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Russ, Rosemary S.; Coffey, Janet E.; Hammer, David; Hutchison, Paul – Science Education, 2009
When teachers or students assess the quality of ideas in science classes, they do so mostly based on "textbook correctness"; ideas are good to the extent they align with or lead to the content as presented in the textbook or curriculum. Such appeals to authority are at odds with the values and practices within the disciplines of science. There has…
Descriptors: Textbooks, Epistemology, Science Education, Science Curriculum
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Ford, Michael – Science Education, 2008
This article explores the relation between how scientific knowledge is created and the reasoning involved in learning content with understanding. Although an asserted parallel between these underpins reform, little is actually known about this relation. This article offers a model of this relation that draws coherent connections between the…
Descriptors: Science Education, Constructivism (Learning), Models, Accountability
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Wood, Terry L.; Wood, William L. – Science Education, 1988
Examines the reading level and potential comprehension level of 10 fourth-grade science textbooks. Reports that there is a great deal of variability between and within the science texts. (YP)
Descriptors: Comprehension, Elementary Education, Elementary School Science, Grade 4