Using an Observation Protocol To Evaluate Student Argumentation Skills in Introductory Biology Laboratories
Lindsey Clevenger,
Jennifer Teshera-Levye,
Joi P. Walker
et al.
Abstract:Argumentation is vital in the development of scientific knowledge, and students who can argue from evidence and support their claims develop a deeper understanding of science. In this study, the Argument-Driven Inquiry instruction model was implemented in a two-semester sequence of introductory biology laboratories.
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