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Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation
Argumentation is a central epistemic process contributing to the generation, evaluation, and application of scientific knowledge. A key challenge for science educators and researchers is to understand how the important social and discursive (“social dialogic”) dimensions of argumentation can be impl...
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
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John Wiley & Sons, Inc.
2022
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9544321/ https://www.ncbi.nlm.nih.gov/pubmed/36248762 http://dx.doi.org/10.1002/tea.21760 |