Beyond Construction: Five arguments for the role and value of critique in learning science
By J. Henderson, Anna MacPherson, Jonathan Osborne, A. Wild. 2015
101 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/5c39d74f944f7609f0f1f27a9176e3672615ea9b
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
- Ying‐Chih Chen
- Brian Hand
- Lori A. Norton-Meier
- P. Kind
- Jonathan Osborne
- Katherine L. McNeill
- Andy Cavagnetto
- Perry D. Klein
In Education
- Ying‐Chih Chen
- Brian Hand
- Lori A. Norton-Meier
- Jonathan Osborne
- P. Kind
- Katherine L. McNeill
- Andy Cavagnetto
- Soonhye Park
Citations in the corpus
- Styles of Scientific Reasoning: A Cultural Rationale for Science Education? (2017, background): “…reason in science without providing them opportunities to review and evaluate alternative interpretations of data sets, experimental designs, explanatory models, or causal explanations – features which are notable by their absence from many, if not most, science curricula (Henderson et al., 2015).”
- Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “This conventional IRE pattern focuses on transmitting the correct answers to students and ensuring they are able to reproduce those answers (Henderson et al. 2015).”