References
- Abiâ€ÂElâ€ÂMona, I., & Abdâ€ÂElâ€ÂKhalick, F. (2011). Perceptions of the nature and ‘goodness' of argument among college students, science teachers, and scientists. International Journal of Science Education, 33(4), 573-605.
- Asterhan, C. S., Schwarz, B. B., & Gil, J. (2012). Smallâ€Âgroup, computerâ€Âmediated argumentation in middleâ€Âschool classrooms: The effects of gender and different types of online teacher guidance. British Journal of Educational Psychology, 82(3), 375-397.
- Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26-55.
- Campbell, D. T., & Riecken, H. W. (1968). Quasiexperimental design. International Encyclopedia of the Social Sciences, 5(3), 259- 263.
- Chen, Y. C., Hand, B., & Park, S. (2016). Examining elementary students' development of oral and written argumentation practices through argument-based inquiry. Science & Education, 25(3), 277-320.
- Dawson, V., & Schibeci, R. (2003). Western Australian school students' understanding of biotechnology. International Journal of Science Education, 25(1), 57-69.
- Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268-291.
- Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38(1), 39-72
- Emig, B. R., McDonald, S. C. O. T. T., Zembalâ€ÂSaul, C. A. R. L. A., & Strauss, S. G. (2014). Inviting argument by analogy: Analogicalâ€Âmapping†based comparison activities as a scaffold for smallâ€Âgroup argumentation. Science Education, 98(2), 243-268.
- Erduran, S., & Jiménez-Aleixandre, M. P. (2008). Argumentation in science education: Perspectives from classroom-Based research. Dordre-cht: Springer.
- Erduran, S., Ozdem, Y., & Park, J. Y. (2015). Research trends on argumentation in science education: a journal content analysis from 1998-2014. International Journal of STEM Education, 2(1), 1-12.
- Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science education, 88(6), 915-933.
- Evagorou, M., & Osborne, J. (2013). Exploring young students' collaborative argumentation within a socio-scientific issue. Journal of Research in Science Teaching, 50(2), 209-237
- Faize, F. A. (2015). Introducing Argumentation at Higher Education in Pakistan-A New Paradigm of Teaching Ethic based Topics. FWU Journal of Social Sciences, 9(1), 8-13.
- Galotti, K. M., Drebus, D. W., & Reimer, R. L. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7), 419- 436.
- Heyman, G. D., & Legare, C. H. (2005). Children's evaluation of sources of information about traits. Developmental Psychology, 41(4), 636.
- Hong, Z. R., Lin, H. S., Wang, H. H., Chen, H. T., & Yang, K. K. (2013). Promoting and scaffolding elementary school students' attitudes toward science and argumentation through a science and society intervention. International Journal of Science Education, 35(10), 1625-1648.
- Iordanou, K., & Constantinou, C. P. (2015). Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment. Science Education, 99(2), 282- 311.
- Jeong, A., & Davidson-Shivers, G. V. (2006). The effects of gender interaction patterns on student participation in computer-supported collaborative argumentation. Educational Technology Research and Development, 54(6), 543-568.
- Jeong, A., & Davidson-Shivers, G. V. (2006). The effects of gender interaction patterns on student participation in computer-supported collaborative argumentation. Educational Technology Research and Development, 54(6), 543-568.
- Jiménezâ€ÂAleixandre, M. P., Bugallo RodrÃÂguez, A., & Duschl, R. A. (2000).
- Kathpalia, S. S., & See, E. K. (2016). Improving argumentation through student blogs. System, 58, 25-36.
- Kuhn, D., & Udell, W. (2003). The development of argument skills. Child development, 74(5), 1245-1260.
- Mullis, I. V., Martin, M. O., & Foy, P. (2008). TIMSS 2007. International Mathematics Report. TIMSS & PIRLS International Study Center, Boston College
- O'Hare, L., & McGuinness, C. (2009). Measuring critical thinking, intelligence, and academic performance in psychology undergraduates. The Irish Journal of Psychology, 30(3-4), 123-131.
- Organization for Economic Cooperation and Development (OECD). (2006). Assessing scientific, reading and mathematical literacy: a framework for PISA 2006. Paris: OECD.
- Osborne, J. F., & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95(4), 627-638
- Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of research in science teaching, 41(10), 994-1020.
- Osborne, J., Simon, S., Christodoulou, A., Howell†Richardson, C., & Richardson, K. (2013). Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students. Journal of Research in Science Teaching, 50(3), 315-347
- Ryu, S., & Sandoval, W. A. (2012). Improvements to elementary children's epistemic understanding from sustained argumentation. Science Education, 96(3), 488-526.
- Sampson, V., & Blanchard, M. R. (2012). Science teachers and scientific argumentation: Trends in views and practice. Journal of Research in Science Teaching, 49(9), 1122-1148.
- Sampson, V., & Clark, D. B. (2011). A comparison of the collaborative scientific argumentation practices of two high and two low performing groups. Research in Science Education, 41(1), 63-97.
- Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International journal of science education, 28(3), 235-260
- Van Gelder, T., Bissett, M., & Cumming, G. (2004). Cultivating expertise in informal reasoning. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 58(2), 142.
- Von Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(1), 101-131.
- Zohar, A. (2007). Science teacher education and professional development in argumentation. In argumentation in science education. Springer, Dordrecht.
Cite this article
-
APA : Majeed, S., & Kirmani, N. S. (2021). Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors. Global Language Review, VI(I), 114-124. https://doi.org/10.31703/glr.2021(VI-I).13
-
CHICAGO : Majeed, Sumaira, and Nighat Sana Kirmani. 2021. "Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors." Global Language Review, VI (I): 114-124 doi: 10.31703/glr.2021(VI-I).13
-
HARVARD : MAJEED, S. & KIRMANI, N. S. 2021. Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors. Global Language Review, VI, 114-124.
-
MHRA : Majeed, Sumaira, and Nighat Sana Kirmani. 2021. "Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors." Global Language Review, VI: 114-124
-
MLA : Majeed, Sumaira, and Nighat Sana Kirmani. "Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors." Global Language Review, VI.I (2021): 114-124 Print.
-
OXFORD : Majeed, Sumaira and Kirmani, Nighat Sana (2021), "Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors", Global Language Review, VI (I), 114-124
-
TURABIAN : Majeed, Sumaira, and Nighat Sana Kirmani. "Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors." Global Language Review VI, no. I (2021): 114-124. https://doi.org/10.31703/glr.2021(VI-I).13