Descriptor
| Educational Environment | 2 |
| Learning Theories | 2 |
| Science Education | 2 |
| Adolescents | 1 |
| Chemistry | 1 |
| Classification | 1 |
| Cognitive Psychology | 1 |
| Curriculum Design | 1 |
| Elementary Secondary Education | 1 |
| Evidence | 1 |
| Higher Education | 1 |
| More ▼ | |
Source
| Studies in Science Education | 2 |
Author
| Duschl, Richard A. | 2 |
| Erduran, Sibel | 1 |
| Osborne, Jonathan | 1 |
Publication Type
| Journal Articles | 2 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
| Grade 10 | 1 |
| Grade 11 | 1 |
| High Schools | 1 |
| Higher Education | 1 |
Audience
Location
| United Kingdom (England) | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedDuschl, Richard A.; Osborne, Jonathan – Studies in Science Education, 2002
Explores the research on argumentation in science education by focusing on two questions: (1) what should constitute argumentation?; and (2) what does research say about classroom conditions that promote, nurture, and sustain argumentation practices among students? Discusses possible barriers to argumentation and foundational frameworks and…
Descriptors: Educational Environment, Elementary Secondary Education, Higher Education, Inquiry
Direct linkErduran, Sibel; Duschl, Richard A. – Studies in Science Education, 2004
In this paper, the authors argue that chemical knowledge in the classroom will be enriched by the application of characterizations of models drawn from a range of disciplinary backgrounds. This discussion highlights two important issues relating to chemical knowledge in the classroom: (1) the status of chemical knowledge in the classroom,…
Descriptors: Evidence, Learning Theories, Curriculum Design, Interdisciplinary Approach
