Framing for scientific argumentation

By Leema K. Berland, David M. Hammer. 2012

376 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/52d1ff7dde7c40841850eef8cd31653da74a5cee

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction (2015, background): “In response, researchers increasingly seek to design contexts that establish “a need” for practices and to study their development in extended activity (Berland & Hammer, 2012; Ryu & Sandoval, 2012).”
The Theoretical and Empirical Basis of Teacher Leadership (2017, background): “…for example, has revealed how disciplines bring with them particular ways of knowing both in terms of epistemic and epistemological resources (e.g., Berland & Hammer, 2012), and in the differences in semiotic registers that are activated within disciplinary epistemic work (e.g., Wilson, Boatright,…”
Factors impacting teachers' argumentation instruction in their science classrooms (2016, background): “…L. McNeill kmcneill@bc.edu Lynch School of Education, Boston College, 140 Commonwealth Avenue, Chestnut Hill, MA 02467, USA instruction (e.g. Berland & Hammer, 2012; Evagorou, Jimenez-Aleixandre, & Osborne, 2012; Jimenez-Aleixandre & Erduran, 2008; McNeill, 2009; Osborne, Erduran, &…”
Confusing Claims for Data: A Critique of Common Practices for Presenting Qualitative Research on Learning (2014, methodology): “To be sure, our own work (e.g., Berland & Hammer, 2012) is often purely qualitative.”
Learning in a community of practice: Factors impacting english‐learning students' engagement in scientific argumentation (2016, background): “…students were accustomed to creating arguments as sand alone products that their teacher evaluated, instead of working with their peers as acommunity to build knowledge; consequently, this classroom community often engaged in “pseudoargumentation” (Berland & Hammer, 2012; McNeill et al., in press).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “…in core school disciplines, such as mathematics (e.g., Arzarello & Sabena, 2011; Lakatos, 1976; Schwarz, Hershkowitz, & Prusak, 2010), science (Berland & Hammer, 2012; Berland & Reiser, 2012; Driver, Newman, & Osborne, 2000; Hammer Correspondence should be addressed to Christa S. C. Asterhan,…”
Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “According to this perspective, students can argue better in a specific context, along with when and how that context is experienced (Berland & Hammer, 2012; Berland & Reiser, 2009; Bricker & Bell, 2007; Engle & Conant, 2002; Louca, Hammer, & Bell, 2002; May, Hammer, & Pea, 2006; Naylor, Keogh, &…”
Developing Dialogic Argumentation Skills: A 3-year Intervention Study (2014, background): “Goal structure is an important factor because it has been shown to affect argumentation (Berland & Hammer, 2012; Gilabert, Garcia-Mila, & Felton, 2012).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “Thus, students are socialized to scanning science texts for information rather than to engaging intellectually with texts to construct deep understanding or to using texts as sources for inquiry (Berland & Hammer, 2012; Norris & Phillips, 2003).”