Supporting Science Foundation Year students to construct arguments from multiple documents

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Supporting Science Foundation Year students to construct arguments from multiple documents

This research explores the experiences of students on a Science Foundation Year (Science FY) course when trying to construct arguments about controversial socio-scientific issues using multiple documents. It sought to identify the challenges these students face, design and implement an approach to s...

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Bibliographic Details
Main Author:	Anderson, Caroline M
Format:	Thesis (University of Nottingham only)
Language:	English
Published:	2024
Subjects:	science foundation year students argument techniques science
Online Access:	https://eprints.nottingham.ac.uk/77523/

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