"How do you know god didn't start the universe and blow it up?" : using classroom talk and controversy to support scientific literacy
This study investigated the participant structure and content of discourse in five high-school science classrooms and their connection to scientifically literate practices for talking, reasoning, and evaluating claims. Through a detailed exploration of the way teachers introduced classes to the topi...
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| Format: | Others |
| Language: | en |
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2014
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| Online Access: | http://hdl.handle.net/2152/26514 |