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Katsh-Singer, Rebecca; McNeill, Katherine L.; Loper, Suzanna – Science Education, 2016
Ensuring all students have opportunities to engage in scientific argumentation is a key goal for K-12 students. While research has shown that teachers' beliefs about argumentation can impact their classroom instruction and that students in low socioeconomic status (SES) schools are less likely to experience challenging science learning, there is…
Descriptors: Socioeconomic Status, Teacher Attitudes, Beliefs, Persuasive Discourse