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Understanding the composite practice that forms when classrooms take up the practice of scientific argumentation

Description:

Traditional classroom practices communicate epistemic commitments and goals that might be contrary to those needed for meaningful participation in scientific inquiry practices. In this dissertation, I explore how traditional classroom practices influence students' participation in the practice of scientific argumentation. I address this through a two-pronged approach. First, given that...

Keyword:

classroom discourse, design research, classroom culture, curriculum development, and scientific argumentation

Subject:

Education and Social Policy - Learning Sciences

Creator:

Leema G Kuhn

Owner:

Jason Christ Chandra

Date Uploaded:

09/16/2018

Date Modified:

09/16/2018

Date Created:

2008-10-14

Resource Type:

Dissertation