January 1st, 2014 | RESEARCH
In order to broaden the conceptualizations of argument in science education, Bricker and Bell draw from diverse fields: the sociology of science, the learning sciences, and cognitive science to help practitioners think of new ways to bring argumentation into learning spaces while expanding what counts as scientific argument.
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Kerri Wingert, Author, University of WashingtonRelated URLs
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Audience: Educators | Teachers | Museum | ISE Professionals
Discipline: Education and learning science | Nature of science | Social science and psychology
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Public Programs