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Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

Science education (Salem, Mass.), 2011-03, Vol.95 (2), p.217-257

2011

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Investing in Laboratory Courses

Journal of chemical education, 2020-01, Vol.97 (1), p.308-309

2020

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Tracking Student Argumentation Skills across General Chemistry through Argument-Driven Inquiry Using the Assessment of Scientific Argumentation in the Classroom Observation Protocol

Journal of chemical education, 2021-06, Vol.98 (6), p.1875-1887

2021

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Design and Implementation of an Organic to Analytical CURE Sequence

Journal of chemical education, 2021-07, Vol.98 (7), p.2199-2208

2021

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Embedding Research Directly into the Chemistry Curriculum with an Organic to Analytical Sequence

Journal of chemical education, 2021-07, Vol.98 (7), p.2188-2198

2021

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Course-Based Undergraduate Research Experiences as a Community of Practice (CoP)

Journal of chemical education, 2023-07, Vol.100 (7), p.2520-2528

2023

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Using an Observation Protocol To Evaluate Student Argumentation Skills in Introductory Biology Laboratories

Journal of microbiology & biology education, 2023-08, Vol.24 (2)

2023

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Development of the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory

Journal of chemical education, 2021-02, Vol.98 (2), p.293-306

2021

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Getting the Argument Started: A Variation on the Density Investigation

Journal of chemical education, 2017-05, Vol.94 (5), p.632-635

2017

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Assessment of Scientific Practice Proficiency and Content Understanding Following an Inquiry-Based Laboratory Course

Journal of chemical education, 2022-12, Vol.99 (12), p.3833-3841

2022

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Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course

Journal of research in science teaching, 2013-05, Vol.50 (5), p.561-596

2013

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Argument-Driven Inquiry: Using the Laboratory To Improve Undergraduates’ Science Writing Skills through Meaningful Science Writing, Peer-Review, and Revision

Journal of chemical education, 2013-10, Vol.90 (10), p.1269-1274

2013

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Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry

International journal of science education, 2012-07, Vol.34 (10), p.1443-1485

2012

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Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory

Journal of chemical education, 2019-03, Vol.96 (3), p.435-444

2019

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Argument-Driven Inquiry: An Introduction to a New Instructional Model for Use in Undergraduate Chemistry Labs

Journal of chemical education, 2011-08, Vol.88 (8), p.1048-1056

2011

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Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

International journal of science education, 2018-03, Vol.40 (5), p.473-497

2018

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3D-Printed Laboratory Accessories as a Conduit for a Multidisciplinary Undergraduate Research Experience

Journal of college science teaching, 2023-03, Vol.52 (4), p.3-5

2023

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3D-Printed Laboratory Accessories as a Conduit for a Multidisciplinary Undergraduate Research Experience

Journal of college science teaching, 2023-03, Vol.52 (4), p.38-47

2023

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A Performance-Based Assessment for Limiting Reactants

Journal of chemical education, 2011-09, Vol.88 (9), p.1243-1246

2011

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Argument-Driven INQUIRY: A way to promote learning during laboratory activities

The Science teacher (National Science Teachers Association), 2009-11, Vol.76 (8), p.42-47

2009

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Argument-Driven Inquiry

The Science teacher (National Science Teachers Association), 2009-11, Vol.76 (8), p.42

2009

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Argument-Driven Inquiry ¡n Undergraduate Chemistry Labs: The Impact on Students' Conceptual Understanding, Argument Skills, and Attitudes Toward Science

Journal of college science teaching, 2012-03, Vol.41 (4), p.74-81

2012

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Argument-Driven Inquiry in Undergraduate Chemistry Labs: The Impact on Students' Conceptual Understanding, Argument Skills, and Attitudes toward Science

Journal of college science teaching, 2012-03, Vol.41 (4), p.74

2012

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Argumentation in Undergraduate Chemistry Laboratories

Walker, Joi Phelps

2011

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ProQuest

The Development and Validation of the Assessment of Scientific Argumentation in the Classroom (ASAC) Observation Protocol: A Tool for Evaluating How Students Participate in Scientific Argumentation

Perspectives on Scientific Argumentation, p.235-264

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Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study

Investing in Laboratory Courses

Tracking Student Argumentation Skills across General Chemistry through Argument-Driven Inquiry Using the Assessment of Scientific Argumentation in the Classroom Observation Protocol

Design and Implementation of an Organic to Analytical CURE Sequence

Embedding Research Directly into the Chemistry Curriculum with an Organic to Analytical Sequence

Course-Based Undergraduate Research Experiences as a Community of Practice (CoP)

Using an Observation Protocol To Evaluate Student Argumentation Skills in Introductory Biology Laboratories

Development of the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory

Getting the Argument Started: A Variation on the Density Investigation

Assessment of Scientific Practice Proficiency and Content Understanding Following an Inquiry-Based Laboratory Course

Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation During a Laboratory Course

Argument-Driven Inquiry: Using the Laboratory To Improve Undergraduates’ Science Writing Skills through Meaningful Science Writing, Peer-Review, and Revision

Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry

Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory

Argument-Driven Inquiry: An Introduction to a New Instructional Model for Use in Undergraduate Chemistry Labs

Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

3D-Printed Laboratory Accessories as a Conduit for a Multidisciplinary Undergraduate Research Experience

3D-Printed Laboratory Accessories as a Conduit for a Multidisciplinary Undergraduate Research Experience

A Performance-Based Assessment for Limiting Reactants

Argument-Driven INQUIRY: A way to promote learning during laboratory activities

Argument-Driven Inquiry

Argument-Driven Inquiry ¡n Undergraduate Chemistry Labs: The Impact on Students' Conceptual Understanding, Argument Skills, and Attitudes Toward Science

Argument-Driven Inquiry in Undergraduate Chemistry Labs: The Impact on Students' Conceptual Understanding, Argument Skills, and Attitudes toward Science

Argumentation in Undergraduate Chemistry Laboratories

The Development and Validation of the Assessment of Scientific Argumentation in the Classroom (ASAC) Observation Protocol: A Tool for Evaluating How Students Participate in Scientific Argumentation

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