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Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education
16 references·0 citing·30 second hop
Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education (2018)Toulmin’s argument pattern as a “horizon …Research trends on argumentation in science education: a journal content analysis from 1998–2014 (2015)Research trends on argumentat…Learning by Expanding (2014)Learning by ExpandingArgumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011)Argumentation, Dialogue Theor…Methodological Foundations in the Study of Argumentation in Science Classrooms (2007)Methodological Foundations in…Argumentation in Science Education (2007)Argumentation in Science Educ…The Quality of Students' Use of Evidence in Written Scientific Explanations (2005)The Quality of Students' Use …Developmental Work Research (2005)Developmental Work ResearchTAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse (2004)TAPping into argumentation: D…The Uses of Argument (2003)The Uses of ArgumentGrundrisse: Foundations of the Critique of Political Economy (2002)Grundrisse: Foundations of th…Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing (2002)Epistemic levels in argument:…Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Expansive Learning at Work: T…From individual action to collective activity and back: developmental work research as an interventionist methodology (2000)From individual action to col…Activity theory as a framework for analyzing and redesigning work (2000)Activity theory as a framewor…Problems of the Development of the Mind (1982)Problems of the Development o…Activity, consciousness, and personality (1978)Activity, consciousness, and …Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)The Reflective Practitioner: How Professionals Think in Action (1985)Developing a Sociocritical Literacy in the Third Space (2008)Boundary Crossing and Boundary Objects (2011)The Knowledge-Creating Company (1995)The Knowledge-creating company: How Japanese companies create the dynamics of innovation (1997)“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007)From Teams to Knots: Activity-Theoretical Studies of Collaboration and Learning at Work (2012)Time and modality (1957)The interdisciplinary study of coordination (1994)Thematic networks: an analytic tool for qualitative research (2001)Analysing Discourse: Textual Analysis for Social Research (2003)The Structure of Scientific Revolutions (1963)Situated Learning: Legitimate Peripheral Participation. (1994)Preparing Teachers to Learn from Teaching (2006)Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions (2008)A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts (2010)Situated Learning (1991)Learning to Teach Argumentation: Research and development in the science classroom (2005)Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006)Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)Globalisation as Reterritorialisation: The Re-scaling of Urban Governance in the European Union (1999)The Rights of Others (2004)Handbook of Neoliberalism (2016)Beyond control of variables: What needs to develop to achieve skilled scientific thinking? (2008)Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education (2008)Studies of expansive learning: Foundations, findings and future challenges (2010)Towards a theory of leadership practice: a distributed perspective (2004)Problem-Based Learning: What and How Do Students Learn? (2004)
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References

  • 2003The Uses of Argument7,144 cited
  • 2001Expansive Learning at Work: Toward an activity theoretical reconceptualization5,429 cited
  • 2014Learning by Expanding4,988 cited
  • 1978Activity, consciousness, and personality4,374 cited
  • 2002Grundrisse: Foundations of the Critique of Political Economy2,945 cited
  • 2004TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse1,406 cited
  • 2000Activity theory as a framework for analyzing and redesigning work1,391 cited
  • 1982Problems of the Development of the Mind1,388 cited
  • 2005The Quality of Students' Use of Evidence in Written Scientific Explanations632 cited
  • 2007Argumentation in Science Education440 cited
  • 2002Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing434 cited
  • 2015Research trends on argumentation in science education: a journal content analysis from 1998–2014215 cited
  • 2011Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education201 cited
  • 2005Developmental Work Research166 cited
  • 2007Methodological Foundations in the Study of Argumentation in Science Classrooms

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158 cited
  • 2000From individual action to collective activity and back: developmental work research as an interventionist methodology158 cited
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