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- W2608355079 abstract "ABSTRACTConsiderable 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 Standards. A focus on argumentation, however, requires teachers to adopt instructional practices that facilitate this type of discourse. Therefore, the study reported here examined the impact of a practice-based professional development (PD) program on the scientific discourse practices of teachers and their students. Two cohorts of elementary school teachers attended different versions of the PD: 1 cohort attended the full program (institute, practicum, and follow-up sessions), whereas the other took part in the institute and follow-up days but did not take part in the practicum. We found that all teachers and their students, regardless of the cohort, made statistically significant improvements in their science discourse practices after attending the PD. An une..." @default.
- W2608355079 created "2017-05-05" @default.
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- W2608355079 date "2017-03-31" @default.
- W2608355079 modified "2023-09-24" @default.
- W2608355079 title "A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom" @default.
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- W2608355079 doi "https://doi.org/10.1080/1046560x.2017.1302727" @default.
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