Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge
By C. Aufschnaiter, S. Erduran, Jonathan Osborne, Shirley Simon. 2008
557 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/163ce80937c3cb689d191e37211b03a1ab567ebf
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Brian Hand
- G. Venville
- Andy Cavagnetto
- Jonathan Osborne
- V. Dawson
- Lori A. Norton-Meier
- Christine Chin
- Aslı Sezen
In Education
- Brian Hand
- Jonathan Osborne
- V. Dawson
- Andy Cavagnetto
- G. Venville
- Lori A. Norton-Meier
- Christine Chin
- Aslı Sezen
Citations in the corpus
- Learning progressions and teaching sequences: a review and analysis (2011, methodology): “A description of this research method can be found in Von Aufschnaiter and Rogge ( 2010 ) and von Aufschnaiter, Erduran, Osborne, and Simon ( 2008 ).”
- Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “This might explain the findings of von Aufschnaiter et al. (2008), such that argumentation without explicit scaffolding of any questioning helped students only to consolidate their existing understanding and not construct new concepts.”
- The Nature of Elementary Student Science Discourse in the Context of the Science Writing Heuristic Approach (2010, background): “Kuhn, 1993 ; Sampson & Clark, 2008a ; von Aufschnaiter, Erduran, Osborne, & Simon, 2008 ; Zohar & Nemet, 2002 ).”
- Argument to Foster Scientific Literacy (2010, background): “…content One material + social 3 Explanation of phenomenon Science content Social aspect 1 Argument Interventions in K–12 Science Contexts von Aufschnaiter et al., 2008) and the claims, evidence, and reasoning structure identified in McNeill (2009), McNeill, Lizotte, Krajcik, and Marx…”
- Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics (2010, background): “Lewis (2000) and Aufschnaiter et al. (2008) both state that students must have some scientific knowledge if they are to successfully engage in argumentation.”