Findings on Classroom Argumentation

The educational vision for science described in the Framework for K-12 Science Education (NRC, 2012) calls for students to construct, discuss, and defend arguments. However, these practices are often missing in elementary science classrooms (Osborne, 2010). Encouragingly, our results corroborate existing literature that professional learning experiences designed to support elementary science teachers’ argumentation practices can significantly improve teachers’ and students’ classroom argumentation practices (Osborne et al., 2019). Here are selected supporting conference presentations and project manuscripts.

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Academic articles: 

Conference Presentations