Argument to Foster Scientific Literacy

By Andy Cavagnetto. 2010

321 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/77bf71ef43a9ce5035322f4b51b7f6fa8e75d08a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Framing for scientific argumentation (2012, background): “This aligns with the ‘‘immersion’’ approach to fostering argumentation that Cavagnetto (2010) identified in his review of studies designed to foster argumentation.”
The Importance of Embedding Argument Within Science Classrooms (2012, background): “As suggested in Cavagnetto (2010), a number of the interventions are guided by the notion that it is best to learn scientific argument by embedding argument within investigative contexts.”
Elementary Students' Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments over the School Year. (2011, background): “Since the late 1980s there has been an increase in argument-based interventions exploring how to better support k-12 students (Cavagnetto, 2010).”
Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, background): “Although there has been extensive research on arguing to learn across all subjects, particularly in science (Erduran & Jiménez-Aleixandre, 2008; see Cavagnetto, 2010, for a review of 54 studies), our review focuses on learning to argue in kindergarten through college English language arts, reading,…”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, methodology): “In this effort, we referenced the science education, science literacy, and science learning progressions literatures for guidance on various dimensions of the core constructs (e.g., epistemology, inquiry practices, discourse, and working with multiple representations; e.g., Berland & McNeill, 2010; ”
Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach (2020, methodology): “Cavagnetto (2006) followed two elementary teachers over 1 year when they adapted the SWH approach in their classrooms. He concluded based on analysis of MANOVA that “treatment,” “time,” and “teacher by time” were found to influence students’ achievement on teacher-generated exams. The results from C”
Factors impacting teachers' argumentation instruction in their science classrooms (2016, background): “Many new curricula and technology resources attempt to support classroom instruction that is better aligned with the goals of argumentation (Cavagnetto, 2010).”