Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study

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Teacher question and student response with regard to cognition and language use (2012, background): “The components of inquiry-based classrooms include active investigations, dialogical interactions, and collaborative work among students (Martin and Hand 2009).”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “An increasing body of empirical evidence suggests that it takes more than 18months before significant shifts in teachers’ questioning pedagogy are observed (Martin and Hand 2009; Dori and Herscovitz 2005).”
Peer Argumentation in the School Science Laboratory—Exploring effects of task features (2011, background): “In the United States, Martin and Hand (2009) combined investigations with presenting and analysing claims in writing.”
Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers (2016, background): “…data were obtained after only one year of a two-year professional development generally occur when the interventions have over 30 contact hours (Guskey & Yoon, 2009) or that a minimum of two years is required before teachers adopt or become competent in using new practices (Martin & Hand, 2009).”