N. Brown

Education · with Furtak · 2010–2015

A researcher in the Science corpus: 2 papers; trusts 4 researchers and is trusted by 0 researchers here, as inferred from the citation graph.

Subfields

Whom N. Brown trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

  1. Jonathan Osborne
  2. Shirley Simon
  3. William A. Sandoval
  4. S. Erduran
  5. Katherine L. McNeill
  6. Janet Coffey
  7. Richard A. Duschl
  8. David J. Lizotte

Papers from N. Brown's perspective

Ordered by how strongly the researchers N. Brown trusts endorse each paper. Same corpus, a different order for every researcher.

  1. Conceptual and Epistemic Aspects of Students' Scientific Explanations
  2. "Doing the Lesson" or "Doing Science": Argument in High School Genetics
  3. Explanation-Driven Inquiry: Integrating Conceptual and Epistemic Scaffolds for Scientific Inquiry
  4. Learning to Teach Argumentation: Research and development in the science classroom
  5. The Structure of Scientific Revolutions
  6. The Quality of Students' Use of Evidence in Written Scientific Explanations
  7. Scientific arguments as learning artifacts: designing for learning from the web with KIE
  8. Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing
  9. Enhancing the quality of argumentation in school science
  10. Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials

Their papers