The Effect of Sociocognitive Conflict on Students' Dialogic Argumentation about Floating and Sinking
International Journal of Environmental and Science EducationCilt 2009/4, Sayı 4
Sociocognitive conflict has been used as a teaching strategy which may contribute to change students’ conceptions about science concepts. The present paper aims at investigating the structure of the dialogic argumentation developed by students, when they are involved in science …