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Download full textAcar, O. – Science Education International, 2015
This study compared student scientific reasoning and conceptual knowledge in argumentation-based and traditional instruction, taught in school regions with low and high socio-economic status (SES) respectively. Furthermore, concrete and formal reasoning students' scientific reasoning and conceptual knowledge were compared during both instructions…
Descriptors: Foreign Countries, Middle School Students, Grade 8, Socioeconomic Status
