Constructing scientific explanations through premise–reasoning–outcome (PRO): an exploratory study to scaffold students in structuring written explanations
This paper reports on the design and enactment of an instructional strategy aimed to support students in constructing scientific explanations. Informed by the philosophy of science and linguistic studies of science, a new instructional framework called premise–reasoning–outcome (PRO) was conceptuali...
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| Format: | Journal Article |
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Routledge
2016
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| Online Access: | http://hdl.handle.net/20.500.11937/4906 |