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  1. An Argumentative Tool for Facilitating Critical Evaluation.S. Nazli Can & Deniz Saribas - 2019 - Science & Education 28 (6-7):669-687.
    The aim of the present study is to explore pre-service elementary teachers’ evaluations of the evidence and models and their positions on a socio-scientific topic, namely genetically modified organisms, after evaluating them through Model Evidence Link diagrams. The findings of this study show that the participants mostly constructed accurate evidence-model links. However, they mostly generated inaccurate relationships between the model and the evidence when the evidence had nothing to do with the model. The results also show that the participants mostly (...)
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  • Exploring the Complexity of Students’ Scientific Explanations and Associated Nature of Science Views Within a Place-Based Socioscientific Issue Context.Benjamin C. Herman, David C. Owens, Robert T. Oertli, Laura A. Zangori & Mark H. Newton - 2019 - Science & Education 28 (3-5):329-366.
    In addition to considering sociocultural, political, economic, and ethical factors, effectively engaging socioscientific issues requires that students understand and apply scientific explanations and the nature of science. Promoting such understandings can be achieved through immersing students in authentic real-world contexts where the SSI impacts occur and teaching those students about how scientists comprehend, research, and debate those SSI. This triangulated mixed-methods investigation explored how 60 secondary students’ trophic cascade explanations changed through their experiencing place-based SSI instruction focused on the Yellowstone (...)
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  • Preservice Elementary Teachers’ Instructional Practices and the Teaching Science as Argument Framework.Elisebeth Boyer - 2016 - Science & Education 25 (9-10):1011-1047.
    The research reported in this study examines the very first time the participants planned for and enacted science instruction within a “best-case scenario” teacher preparation program. Evidence from this study indicates that, within this context, preservice teachers are capable of implementing several of the discursive practices of science called for in standards documents including engaging students in science investigations and constructing evidence-based explanations. The participants designed experiences that allowed their students to interact with natural phenomena, gather evidence, and craft explanations (...)
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