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Direct linkAsterhan, Christa S. C.; Babichenko, Miriam – Journal of Educational Psychology, 2015
In spite of its potential for learning, and in particular knowledge revision, argumentation on science concepts is neither easily elicited nor easily sustained. Students may feel uneasy critiquing and being critiqued, especially on complex science topics. We report on a controlled study that tested the role of 2 potential factors that may either…
Descriptors: Scientific Concepts, Discourse Analysis, Persuasive Discourse, Criticism
