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Peer reviewedWarwick, Paul; Linfield, Rachel Sparks; Stephenson, Philip – International Journal of Science Education, 1999
Beginning secondary students find it easier to express their understanding of scientific evidence verbally rather than in writing. Concludes that much work can be done to improve the critical nature of the dialog pupils enter into in their written work, thus making their level of procedural understanding more clear. Contains 27 references.…
Descriptors: Concept Formation, Elementary Secondary Education, Foreign Countries, Science Education
