LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL

By Shu-Sheng Lin, J. Mintzes. 2010

120 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/46e91c4fd1ba49ac690d808bc30de48b2124dae7

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

1. R. Khishfe
2. Troy D. Sadler
3. D. Zeidler
4. Sufen Chen

In Education

1. R. Khishfe
2. Troy D. Sadler
3. D. Zeidler
4. Sufen Chen

Citations in the corpus

• Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “According to one standpoint, there is an inclination and a need to incorporate explicit instruction of argumentation (Lin & Mintzes, 2010; Osborne, Erduran, & Simon, 2004) to achieve student gains as shown in many research studies (Chin & Osborne, 2010; McNeill, Lizotte, Krajcik, & Marx, 2006;…”
• Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand (2019, unknown): “Lin and Mintzes (2010) and Toulmin (1958) have an added element to this: the backing to support the claim (supportive arguments).”