Urban primary‐grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation

By Maria Varelas, C. Pappas, Justine M. Kane, A. Arsenault, Jennifer Hankes, Begoña Marnotes Cowan. 2008

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A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012, background): “Constructing and critiquing arguments are both a core process of science and one that supports science education, as research suggests that interaction with others is the most cognitively effective way of learning [31-33].”
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “In overcoming this deficit, many scholars have advocated the use of talk in the learning of science as a way to engage students in the interplay between construction and critique (e.g., Christodoulou & Osborne, 2014; Jadallah et al., 2011; Lemke, 1990; McNeill & Pimentel, 2010; Mercer, 2008; Michael”
Elementary Students' Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments over the School Year. (2011, background): “Students need to be introduced to scientific discourse in ways that allow them to bridge their everyday discourse and experiences with the academic language (Varelas et al., 2008).”