Science Classroom Discussion as Scientific Argumentation: A Study of Conceptually Rich (and Poor) Student Talk
Year: 2010
Type: article
Source: Educational Assessment
Authors: Jonathan T. Shemwell, Erin Marie Furtak
Institution: Stanford University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W1998643465