A threshold model of content knowledge transfer for socioscientific argumentation

By Troy D. Sadler, Samantha R. Fowler. 2006

338 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e29ad7aa802186eddef8b1bb84b7dd398147f488

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Relationship of Science Knowledge, Attitude and Decision Making on Socio-scientific Issues: The Case Study of Students’ Debates on a Nuclear Power Plant in Korea (2014, background): “12 See for example, Savadori et al. (2004), Setbon et al.”
Preservice Science Teachers’ Informal Reasoning about Socioscientific Issues: The influence of issue context (2010, background): “Like other researchers (Erduran et al, 2004 ; Kelly, Druker, & Chen, 1998 ; Sadler & Fowler, 2006 ), we recognized limitations in this approach and made modifications in order to best meet the needs of the current study.”
Using the SEE-SEP Model to Analyze Upper Secondary Students’ Use of Supporting Reasons in Arguing Socioscientific Issues (2012, background): “scepticism ( Albe 2008; Colucci-Gray et al. 2006; Fensham 2008; Sadler et al. 2007; Simonneaux and Simonneaux 2009).”
High‐school Students’ Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? (2009, methodology): “The problem of the lack of opportunity to express rebuttals during an interview when using Osborne’s classification also was identified by Sadler and Fowler (2006), who subsequently developed a modified scheme to analyse argumentation from interview transcripts.”
Argument to Foster Scientific Literacy (2010, background): “A similar intervention occurred in Sadler, Chambers, and Zeidler (2004), Sadler and Donnelly (2006), and Sadler and Fowler (2006), when students read scenarios about gene therapy and asked why or why not they perceived it as appropriate.”
Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues (2020, methodology): “…topic knowledge is essential for the construction of more than one arguments on a socio-scientific topic (Means & Voss, 1996; Mason & Scirica, 2006; Sadler & Fowler, 2006) and for the construction of high quality arguments (Mason & Scirica, 2006; Osborne et al., 2016; Sadler & Fowler, 2006; Wu &…”
The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care (2007, methodology): “A second aspect of our research has focused on how variations in subject matter knowledge (i.e., science content knowledge) across different grade levels affect students’ reasoning on SSI (Sadler & Donnelly, 2006; Sadler & Fowler, 2006; Sadler & Zeidler, 2004, 2005b; Zeidler et al., 2002, 2005).”