Thinking with Technology

References

Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education. 84 (3), 287-312.

Jiménez-Aleixandre, M.P., Rodríguez, A.B., & Duschl, R.A. (2000). "Doing the lesson" or "doing science": Argument in high school genetics. Science Education, 84, 757-792.

Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62(2), 155-177.

Lizotte, D.J., McNeill, K.L., & Krajcik, J. (2004). Teacher practices that support learners' construction of scientific explanations in middle school classrooms. In Y. Kafai, W. Sandoval, N. Enyedy, A. Nixon & F. Herrera (Eds.), Proceedings of the sixth international conference of the learning sciences (pp. 310-317). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

McNeill, K.L., Lizotte, D.J, Krajcik, J., & Marx, R.W. (2004, April). Supporting learners' construction of scientific explanations using scaffolded curriculum materials and assessments. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Means, M.L., & Voss, J.F. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14, 139-178.

Passmore, C., & Stewart, J. (2002). A modeling approach to teaching evolutionary biology in high schools. Journal of Research in Science Teaching, 39(3), 185-204.

Reznitskaya, A., & Anderson, R.C. (2002). The argument schema and learning to reason. In Block, C. C., & Pressley, M. (Eds.), Comprehension instruction: Research-based best practices (pp. 319-334). New York: The Guilford Press.

Toulmin, S. (1958). The uses of argument. Cambridge, UK: Cambridge University Press.

Voss, J. F., & Van Dyke, J. A. (2001). Argumentation in psychology: Background comments. Discourse Processes, 32(2&3), 89-111.

Thinking with Technology Module 9 - Using the Showing Evidence Tool to Target Thinking Skills

	References Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education. 84 (3), 287-312. Jiménez-Aleixandre, M.P., Rodríguez, A.B., & Duschl, R.A. (2000). "Doing the lesson" or "doing science": Argument in high school genetics. Science Education, 84, 757-792. Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62(2), 155-177. Lizotte, D.J., McNeill, K.L., & Krajcik, J. (2004). Teacher practices that support learners' construction of scientific explanations in middle school classrooms. In Y. Kafai, W. Sandoval, N. Enyedy, A. Nixon & F. Herrera (Eds.), Proceedings of the sixth international conference of the learning sciences (pp. 310-317). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. McNeill, K.L., Lizotte, D.J, Krajcik, J., & Marx, R.W. (2004, April). Supporting learners' construction of scientific explanations using scaffolded curriculum materials and assessments. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Means, M.L., & Voss, J.F. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14, 139-178. Passmore, C., & Stewart, J. (2002). A modeling approach to teaching evolutionary biology in high schools. Journal of Research in Science Teaching, 39(3), 185-204. Reznitskaya, A., & Anderson, R.C. (2002). The argument schema and learning to reason. In Block, C. C., & Pressley, M. (Eds.), Comprehension instruction: Research-based best practices (pp. 319-334). New York: The Guilford Press. Toulmin, S. (1958). The uses of argument. Cambridge, UK: Cambridge University Press. Voss, J. F., & Van Dyke, J. A. (2001). Argumentation in psychology: Background comments. Discourse Processes, 32(2&3), 89-111.