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Volumn 96, Issue 5, 2012, Pages 814-817

Authors' response to "For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson" by Berland and McNeill

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84865090331     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.21034     Document Type: Letter
Times cited : (20)

References (7)
  • 2
    • 44449096601 scopus 로고    scopus 로고
    • "Grasp of practice" as a reasoning resource for inquiry and nature of science understanding
    • Ford, M. J. (2006). "Grasp of practice" as a reasoning resource for inquiry and nature of science understanding. Science and Education, 17(2-3), 147-177.
    • (2006) Science and Education , vol.17 , Issue.2-3 , pp. 147-177
    • Ford, M.J.1
  • 3
    • 84859741892 scopus 로고    scopus 로고
    • Dialogic framing of scientific content for conceptual and epistemic understanding
    • Ford, M. J., & Wargo, B. M. (2012). Dialogic framing of scientific content for conceptual and epistemic understanding. Science Education, 96(3), 369-391.
    • (2012) Science Education , vol.96 , Issue.3 , pp. 369-391
    • Ford, M.J.1    Wargo, B.M.2
  • 4
    • 43449099459 scopus 로고    scopus 로고
    • Back to the future: Directions for research in teaching and teacher education
    • Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184-205.
    • (2008) American Educational Research Journal , vol.45 , Issue.1 , pp. 184-205
    • Grossman, P.1    McDonald, M.2
  • 5
    • 80052556354 scopus 로고    scopus 로고
    • National Research Council. Washington, DC: Committee on a Conceptual Framewok for New K-12 Science Education Standards, Board on Science Education, Division of Behavioral and Social Sciences and Education.
    • National Research Council. (2011). A framework for science education: Practices, crosscutting concepts, and core ideas. Washington, DC: Committee on a Conceptual Framewok for New K-12 Science Education Standards, Board on Science Education, Division of Behavioral and Social Sciences and Education.
    • (2011) A framework for science education: Practices, crosscutting concepts, and core ideas
  • 6
    • 79958111435 scopus 로고    scopus 로고
    • Scientific argument and explanation: A necessary distinction
    • Osborne, J. F., & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95(4), 627-638.
    • (2011) Science Education , vol.95 , Issue.4 , pp. 627-638
    • Osborne, J.F.1    Patterson, A.2
  • 7
    • 0002795153 scopus 로고
    • Main trends in recent philosophy: two dogmas of empiricism
    • Quine, W. V. (1951). Main trends in recent philosophy: two dogmas of empiricism. The Philosophical Review, 60(1), 20-43.
    • (1951) The Philosophical Review , vol.60 , Issue.1 , pp. 20-43
    • Quine, W.V.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.