A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom
Evan J. Fishman; Hilda Borko; Jonathan Osborne; Florencia Gómez Zaccarelli; Stephanie Rafanelli; Emily Reigh; Anita Tseng; Susan Million · 2017 · Journal of Science Teacher Education
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract (excerpt)
Considerable evidence suggests that dialogical interaction in the classroom promotes students’ scientific knowledge building and reasoning. Hence, scientific argumentation is recognized as a central component of the Next Generation Science…
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Metadata source: OpenAlex · DOI 10.1080/1046560x.2017.1302727