High School Students’ Informal Reasoning on a Socio‐scientific Issue: Qualitative and quantitative analyses

By Ying-Tien Wu, Chin-Chung Tsai. 2007

233 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/facd5669364f3ed3fd69ca6e0f576885450f6bfc

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

1. L. Turkmen
2. Omer Acar
3. Andy Cavagnetto
4. U. Zoller
5. A. Roychoudhury
6. Brian Hand

In Education

1. L. Turkmen
2. Omer Acar
3. Andy Cavagnetto
4. U. Zoller
5. A. Roychoudhury
6. David H. Palmer
7. Brian Hand

Citations in the corpus

• Argument to Foster Scientific Literacy (2010, background): “Others such as Kolsto (2001, 2006) and Wu and Tsai (2007) utilized more common issues, such as high-transmission power lines and construction of nuclear power plants, to seed argument.”
• Student Difficulties in Socio‐scientific Argumentation and Decision‐making Research Findings: Crossing the borders of two research lines (2010, background): “Recent studies have emphasized the importance of student values and consideration of different alternatives for a quality socio-scientific argumentation (Kolsto, 2006; Wu & Tsai, 2007; Zeidler, 2003).”
• Research-Based Transformative Science/STEM/STES/STESEP Education for “Sustainability Thinking”: From Teaching to “Know” to Learning to “Think” (2015, background): “of SSSEE in primary, secondary and tertiary levels, for the advancement of students’ DM and related HOCS, for the advancement of “sustainability thinking” [31–34].”