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|Title:||A Microgenetic Classroom Study of Learning to Reason Scientifically through Modeling and Argumentation|
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Chinn, C., Duschl, R., Duncan, R., Buckland, L., & Pluta, W. (2008). A Microgenetic Classroom Study of Learning to Reason Scientifically through Modeling and Argumentation. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 14-15). Utrecht, The Netherlands: International Society of the Learning Sciences.|
|Abstract:||We report on a large study of how U.S. middle-school students learned to reason scientifically in a science curriculum centered around models and argumentation. We discuss the design of our curriculum, the method of the study, and present selected results related to overall curriculum effects and to methods of promoting growth in students' reasoning.|
|Appears in Collections:||ICLS 2008|
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