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      Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice : EXAMINING CLASSROOM SCIENCE PRACTICE COMMUNITIES

      Author(s): 1
      Publication date (Electronic):
      Journal: Science Education
      Publisher: Wiley

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          Establishing the norms of scientific argumentation in classrooms

          Rosalind Driver, Jonathan Osborne, Paul E Newton (2000)
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            Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom

            Randi A. Engle, Faith Conant (2010)
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              Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals

              R Duschl (2008)
              Article 0 comments Cited 135 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Title: Science Education
                Abbreviated Title: Sci. Ed.
                Publisher: Wiley
                ISSN: 00368326
                Publication date Created: May 2014
                Publication date (Print): May 2014
                Publication date (Electronic): April 17 2014
                Volume: 98
                Issue: 3
                Pages: 487-516
                Affiliations
                [1 ]Department of Teacher Education, College of Education; Michigan State University; East Lansing MI 48824 USA
                Article
                DOI: 10.1002/sce.21112
                SO-VID: bdc76686-540e-4f1b-87e4-174818cd885c
                Copyright © © 2014
                License:

                http://doi.wiley.com/10.1002/tdm_license_1.1

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