Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics

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Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “Along these lines, Dawson and Venville (2010) discussed four factors that they considered as important in quality argumentation.”
The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science (2010, methodology): “In order to better determine the quality of informal reasoning used by the students in the arguments they generated on the survey (Research Question 2) a method previously used by Sadler and Zeidler (2005a) and Dawson and Venville (2009) was used in conjunction with the method described above to ass”
Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand (2019, unknown): “The scientific process skills that students develop as a result of engaging in argumentation activities can help students to develop an understanding of the nature of science (Dawson & Venville, 2010).”