A literacy intervention aiming to scaffold university students' writing of argumentative essays in history was implemented in a first-year Global Histories course at Carnegie Mellon University in Qatar, where most students had English as an additional language. The intervention focused on argumentative writing because of the importance of this…

This qualitative single holistic case study is the analysis of students' views and experiences during the argumentation based teaching process which can potentially provide insights on developing further argumentation based teaching designs. The participants of this study were fourteen students at 11th grade at a state school in the Marmara…

Abstract For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in…

Argumentation is a core practice of science that inherently contains uncertainty. Relatively few studies have examined the role of uncertainty within argumentation and how teachers manage uncertainty leading to conceptual development. This design-based, multiple-case study employed the constant comparative method to analyze 24 videos focused on…

This study describes how reflections allowed students to express their audience awareness as they wrote a multiaudience messages packet. We present an analysis of 27 reflections in which students described their experience when responding to the various audiences. Students' reflective depth varied, though deeper reflections demonstrate…

We investigated how young children evaluate disagreements between two people and whether formal education affects this capacity. We compared 120 first graders tested during the 2014-2015 academic year, who received a direct instruction-based curriculum, with 112 first graders tested in the same school system during the 2016-2017 academic year, who…

The authors investigated the influence of engaging in a problem-based learning unit on middle school students' epistemic beliefs, and how such students' epistemic beliefs and approaches to argumentation within and outside of their small groups related. Data sources include state science achievement test scores, epistemic beliefs pre- and…

In this article, we wish to explore the influence of the figure of the drawing on the argumentation of students who are involved in a proof task. It is about analysing the knowledge that students associate with parallelograms and the interactions between students and drawing. Our research is based on both Toulmin's model and Vinner's concept image…

This study explored the effects of increasing the number of elements and the degree of reasoning on second language (L2) writing and also examined the relationship between writing motivational beliefs and anxiety and L2 writing in simple versus complex tasks. Sixty upper-intermediate L2 learners were invited to write simple and complex…

The aim of the present study was to investigate the nature of global argumentation structures of prospective middle school mathematics teachers in a technology enhanced environment. A qualitative case study was conducted with 8 participants from an Elementary Mathematics Education undergraduate program of one of the public universities in Ankara.…

DNA extraction from strawberries is a well-known procedure that allows students to visualize DNA and to recognize that living things contain DNA (NHGRI 2018, Science Buddies 2013). In this article, the authors describe a modification to the traditional DNA extraction protocol that promotes student agency in experimental design and also emphasizes…

Supporting student engagement in science practices requires rethinking how classroom learning occurs, specifically in terms of the interactions that help students build their own knowledge. The types of student-driven exchanges fundamental to the science practice of argumentation differ greatly from traditional classroom interactions. To help…

Positioned within our field's work on supporting transfer of writing-related knowledge through careful course design, this article describes the development of a pedagogical intervention designed to help students identify knowledge gaps and pose questions about rhetoric and genre. Below, I tell the story of a 2012 teacher research study that…

This project aimed to develop an engaging formative assessment that simulates the social and dialogic processes that are often missing in traditional instruction and assessment of argumentation. In this article, we describe the design of an argumentative reasoning task within a scenario-based assessment enhanced with game elements…

In recent years, the trend in science education is toward scientific processes rather than scientific knowledge. An effective science education not only requires the active involvement of students in scientific investigations, but also the development of engagement in discussions about scientific and social issues. To develop students' discussion…