“Evaluate what I was taught, not what you expected me to know”: evaluating students’ arguments based on science teachers’ adaptations to Toulmin’s argument pattern
The paper examines how science teachers’ instructional adaptations to Toulmin’s Argumentation Pattern (TAP), made during the first time the framework is introduced to students as a learning heuristic for structuring their arguments, could contribute to the way the quality of st...
| Main Authors: | , |
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| Format: | Journal article |
| Language: | English |
| Published: |
Taylor and Francis
2020
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