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Direct linkLin, Yu-Ren; Hung, Cheng-Yu; Hung, Jeng-Fung – International Journal of Science Education, 2017
This study investigated two science teachers' meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation…
Descriptors: Science Teachers, Knowledge Base for Teaching, Persuasive Discourse, Beginning Teachers
