The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science

By G. Venville, V. Dawson. 2010

370 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e50bbde7a670bd64cf918d2ced66dc33f67cf9ff

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

In Education

Citations in the corpus

Factors impacting teachers' argumentation instruction in their science classrooms (2016, background): “Furthermore, engaging students in argumentation can result in numerous benefits such as increasing students’ learning of important science content (Venville & Dawson, 2010) and improving students’ communication skills and reasoning abilities (Jimenez-Aleixandre & Erduran, 2008).”
Evolution of a Model for Socio-Scientific Issue Teaching and Learning (2016, background): “…desired educational goals including student learning of disciplinary content (Dori, Tal, & Tsaushu, 2003); engagement in argumentation practices (Venville & Dawson, 2010); development of epistemological understandings (Khishfe & Lederman, 2006); development of positive attitudes toward science…”
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, background): “More concretely, argumentation increases the complexity of knowledge (Venville & Dawson, 2010), the use the students make of this knowledge (JiménezAleixandre & Pereiro-Muñoz, 2002; Zohar & Nemet, 2002), and the critical RER487606RER10.”
Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand (2019, neutral): “Cavagnetto and Hand (2012), Osborne, MacPherson, Patterson, and Szu (2012), and Venville and Dawson (2010) discuss scientific argumentation as an activity that promotes critical reasoning and decision-making.”
Learning science content through socio-scientific issues-based instruction: a multi-level assessment study (2016, background): “Our study and the Venville and Dawson (2010) investigation offer evidence from independently developed SSI-based learning experiences.”
Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, methodology): “At another level, the effect of explicit argumentation instruction was investigated in a socioscientific context as in the case with Venville and Dawson (2010).”