The effects of argumentation strategies, integrated in guided-inquiry activities, on eight-grade physics students' understanding of concepts

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Date

2015

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Montana State University - Bozeman, Graduate School

Abstract

The focus of the action research was to determine the impact integrating argumentation within guided-inquiry instruction had on students' understanding of concepts. The results of the implementation recorded significant student growth indicating argumentation can increase students' achievement and understanding of science concepts.

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