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Direct linkKuhn, Deanna; Lerman, Daniel – International Journal of Science Education, 2021
Agreement has become widespread that students' peer-to-peer argumentation should play a central role in science classrooms. Coordinating evidence with claims lies at the heart of a skilled argument. Yet evidence takes numerous forms that pose different interpretational challenges. Might cognitive limitations on the part of the individual student…
Descriptors: Persuasive Discourse, Evidence, Science Education, Science Process Skills
