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Direct linkBathgate, Meghan; Crowell, Amanda; Schunn, Christian; Cannady, Mac; Dorph, Rena – International Journal of Science Education, 2015
Engaging in science as an argumentative practice can promote students' critical thinking, reflection, and evaluation of evidence. However, many do not approach science in this way. Furthermore, the presumed confrontational nature of argumentation may run against cultural norms particularly during the sensitive time of early adolescence. This paper…
Descriptors: Middle School Students, Secondary School Science, Science Education, Science Process Skills
