Science educators increasingly seek to support students' participation in scientific practices,
particularly epistemic practices, that is, those that ground authority for knowing in the …

Despite the importance of scientific inquiry in science education, researchers and educators
disagree considerably regarding what features define this instructional approach. While a …

Recent research and policy documents call for engaging students and teachers in scientific
practices such that the goal of science education shifts from students knowing scientific and …

The laboratory occupies a central place in chemistry curricula, but the reported goals of
laboratory work are very broad. This commentary considers the variety of reported goals of …

In recent years, research on students' scientific argumentation has progressed to a
recognition of nascent resources: Students can and do argue when they experience the …

As continued COVID-19 disruption looks likely across the world, perhaps until 2021,
contingency plans are evolving in case of further disruption in the 2020–2021 academic …

The empowerment of metacognitive skills has an important role in increasing the capacity of
critical thinking and active control of students' cognitive processes in learning. Metacognitive …

Due to the COVID-19 pandemic and adapting the classes urgently to distance learning,
directing students' interest in the course content became challenging. The solution to this …

Does student-centered dialogical argumentation work in authentic classroom settings? Four
experienced secondary teachers implemented an argument-based curriculum situated …

Current research indicates that student engagement in scientific argumentation can foster a
better understanding of the concepts and the processes of science. Yet opportunities for …