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• W3138128537 abstract "Educational initiatives in multiple disciplinary areas call for student engagement in the practice of argumentation (CCSSI, 2010a National Governors Association Center for Best Practices, & Council of Chief State School Officers. (Common Core Standards Initiative (CCSSI), 2010a). Common Core State Standards for Mathematics: Mathematical practices. http://www.corestandards.org/Math/Practice/ [Google Scholar], 2010b National Governors Association Center for Best Practices, & Council of Chief State School Officers. (Common Core Standards Initiative (CCSSI), 2010b). Common Core State Standards for English Language Arts: Writing, Grades 9–10. http://www.corestandards.org/ELA-Literacy/WHST/9-10/ [Google Scholar]; Mullis & Martin, 2017 Mullis, I. V., & Martin, M. O. (2017). TIMSS 2019 Assessment Frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. [Google Scholar]; NGSS Lead States, 2013 Lead States, N. G. S. S. (2013). Next generation science standards: For states, by states. The National Academies Press. [Google Scholar]; OECD, 2018 Organization for Economic Cooperation and Development (OECD). (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf. [Google Scholar]). In science education, immersive argument-based inquiry (ABI) is one category of approaches which integrates argumentation in all classroom activity in order to support conceptual understanding in science. Previous research has reported details of specific immersive ABI approaches but has failed to summarise the characteristics common to all approaches categorised this way and the critical components underlying the learning environments supporting these approaches. This study identified common elements of immersive ABI learning environments through a systematic literature review of 16 existing approaches. Open and axial coding led to the identification of three categories of common elements, including student actions, teacher actions, and generative opportunities. Implications and potential steps to build further understanding of the common elements are discussed." @default.
• W3138128537 created "2021-03-29" @default.
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• W3138128537 date "2021-03-13" @default.
• W3138128537 modified "2023-10-13" @default.
• W3138128537 title "Characterising immersive argument-based inquiry learning environments in school-based education: a systematic literature review" @default.
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• W3138128537 doi "https://doi.org/10.1080/03057267.2021.1897931" @default.
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