Andri Christodoulou

TL;DR: The authors reported the outcomes of a project in which teachers sought to develop their ability to use instructional practices associated with argumentation in the teaching of science, in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument.

TL;DR: In this paper, a qualitative case study of an experienced teacher's attempts to use argumentation over a school year as a way to identify elements of epistemic discourse that science teachers could be making part of their everyday science teaching.

TL;DR: In this article, the authors argue that a way to provide students with a more realistic view of scientists and their work is to provide them with the opportunity to interact with scientists during short, discussion-based sessions.

TL;DR: In this paper, the authors discuss the importance and process of developing early career teacher (ECT) research literacy, through establishing strong collaborative links between universities and practising teachers in schools, and illustrate how ECTs can actively engage in and with research as they enter the teaching profession, and thus develop their research literacy.

TL;DR: This article identified a set of epistemic criteria for meaningful, from an argumentation point of view, discursive interactions, which they used as "framing indicators" to enrich the argumentation dialogues (information-seeking, inquiry, discovery, persuasion).