Successfully carrying out a secondary school physics inquiry requires a considerable amount of procedural and content knowledge. It further requires knowledge of how and why maintaining scientific standards produces the best available answer to the given research question. To this purpose, a series of five inquiry activities was developed and…

Recent reform efforts in science education have brought scientific literacy to researchers' attention. Researchers have been searching for new instructional models to engage students' variety of scientific practices to fulfil the requirements of scientific literacy. Argument Driven Inquiry (ADI) is a novel instructional model that integrates the…

The "Next Generation Science Standards" identifies argumentation as a central practice, and, subsequently, energizes teachers to develop students' capacity to write well-reasoned arguments and support their claims with relevant evidence. These skills now expected in the science classroom have long been central to instruction in…

This study examines how students' opportunities to engage in argumentative activity are shaped by the teacher, the class, and the mathematical topic. It compares the argumentative activity between two classes taught by the same teacher using the same textbook and across two beginning algebra topics--investigating algebraic expressions and…

Recent science education reform efforts have emphasized scientific practices in addition to scientific knowledge. Less work has been done at the tertiary level to consider students' engagement in scientific practices. In this work, we consider physical chemistry students' engagement in argumentation and construction of causal explanations.…

This article is a commentary on a model for negotiation in teaching-learning dialogues (Baker 1994) that traces its origins and developments over the past 20 years. The first main section of the paper describes the research background out of which the model arose, within the "credo" of individualised tutoring of the 1980s. This is…

Given the centrality of argumentation in the Next Generation Science Standards, there is an urgent need for an empirically validated learning progression of this core practice and the development of high-quality assessment items. Here, we introduce a hypothesized three-tiered learning progression for scientific argumentation. The learning…

This paper aims to highlight the prominence and relevance attached by the Franco dictatorial regime to emotions and sentiments in primary education textbooks. The authors of school textbooks employed a singular writing style, which enabled them to permeate the regime's ideology within the primary education community and classroom. Overcoming the…

What pieces of their education do adults actually use? Many highly successful people gain success without remembering large amounts of material that schools teach. Erik Palmer suggests that educators to take a closer look at what parts of their education have been critical to your adult success and what they wish they had been taught. In addition,…

We examined the role of refutation texts in learning to replace science misconceptions. Calling a misconception to the foreground may help people overcome the misconception (Broughton & Sinatra, 2010). To test this claim, we had students who expressed a common misconception in physics read one of three passages about the issue. The passages…

Mental models help us understand the formation of objects, the development of the process and to state an opinion about it. Therefore, in this study, we understand a mental model as 'an internal representation, which acts out as a structural analogue of situations or processes. Although mental models are the representations of knowledge created…

The article aims to study the verbal collaborative interaction in both symmetrical and asymmetrical dyads according to specific individual cognitive competence. The interaction was analyzed in terms of cognitive and non-cognitive aspects. 19 dyads (38 fifth and sixth graders) participated. First, they individually solved a set of logical problems…

This study investigated the extent to which results of rhetorical comparisons of persuasive essays by Moroccan students learning English as a foreign language (EFL) would provide empirical evidence for Kaplan's (1966) contrastive rhetoric hypothesis. This is especially regarding the fact that EFL students-writing problems are a byproduct of…

This article discusses the implementation of a pedagogical tool aimed at the refutation of secondary school (grade ten-equivalent) students' persistent climate change misconceptions. Using a lesson study approach, the materials and intervention techniques used were developed collaboratively with geography teachers. The objective is two-pronged: to…

The researcher conducted a formative experiment in a ninth- and a 10th-grade English classroom to observe a multiliteracies-based intervention implemented to improve high school students' arguments. Traditionally, argument is taught from a cognitive perspective, emphasizing concepts such as claims, evidence, and warrants. However, arguments are…