- New
-
Topics
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- Journals
- Submit material
- More
Science as argument: Implications for teaching and learning scientific thinking
Science Education 77 (3):319-337 (1993)
Abstract
This article has no associated abstract. (fix it)Author's Profile
My notes
Similar books and articles
Breaking the law: Promoting domain-specificity in chemical education in the context of arguing about the periodic law. [REVIEW]Sibel Erduran - 2007 - Foundations of Chemistry 9 (3):247-263.
Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic.Jonathan E. Adler - 1991 - Informal Logic 13 (2).
Collaborative creation of teaching-learning sequences and an Atlas of knowledge.Nagarjuna G. - 2009 - Mathematics Teaching-Research Journal Online 3 (N3):23-40.
Science Teaching as Educational Interrogation of Scientific Research.Dimitri Ginev - 2013 - Educational Philosophy and Theory 45 (5):584-597.
Learning the scientific “story”: A case study in the teaching and learning of elementary thermodynamics.Michael Arnold & Robin Millar - 1996 - Science Education 80 (3):249-281.
Learning, Critical Thinking, and Confucius.Hye-Kyung Kim - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:79-84.
The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction.Conor O’Leary & Jenny Stewart - 2013 - Journal of Business Ethics 113 (2):225-241.
Learning Networks and Connective Knowledge.Stephen Downes - 2010 - In Harrison Hao Yang & Steve Chi-Yin Yuen (eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. IGI Global.
Collaborative Creation of Teaching Learning Sequences and an Atlas of Knowledgge.Nagarjuna G. - 2009 - Mathematics Teaching-Research Journal Online 3 (3):23.
Learning by ostension: Thomas Kuhn on science education.Hanne Andersen - 2000 - Science & Education 9 (1-2):91-106.
Théories à processus duaux et théories de l’éducation : Le cas de l’enseignement de la pensée critique et de la logique.Guillaume Beaulac & Serge Robert - 2011 - Les ateliers de l'éthique/The Ethics Forum 6 (1):63-77.
Analytics
Added to PP
2014-04-01
Downloads
40 (#378,975)
6 months
1 (#1,459,555)
2014-04-01
Downloads
40 (#378,975)
6 months
1 (#1,459,555)
Historical graph of downloads
Author's Profile
Citations of this work
International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
Argumentation profiles and the manipulation of common ground. The arguments of populist leaders on Twitter.Fabrizio Macagno - 2022 - Journal of Pragmatics 191:67-82.
Improving Epistemological Beliefs and Moral Judgment Through an STS-Based Science Ethics Education Program.Hyemin Han & Changwoo Jeong - 2014 - Science and Engineering Ethics 20 (1):197-220.
How Dialogic Settings Influence Evidence Use in Adolescent Students.Fabrizio Macagno & Elizabeth Mayweg-Paus - 2016 - Zeitschrift Für Padagogische Psychologie 30:121-132.
Argument relevance and structure. Assessing and developing students’ uses of evidence.Fabrizio Macagno - 2016 - International Journal of Educational Research 79:180–194.
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-df5c4697d-9mmqm uwo