Articles with public access mandates - Jonathan OsborneLearn more
Not available anywhere: 2
Science education in an age of misinformation
J Osborne, D Pimentel, B Alberts, D Allchin, S Barzilai, C Bergstrom, ...
SU: Stanford University, 2022
Mandates: Gordon and Betty Moore Foundation
Argumentation and the learning of science
C Aufschnaiter, S Erduran, J Osborne, S Simon
Contributions from science education research, 377-388, 2007
Mandates: German Research Foundation
Available somewhere: 20
Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge
C Von Aufschnaiter, S Erduran, J Osborne, S Simon
Journal of Research in Science Teaching: The Official Journal of the …, 2008
Mandates: German Research Foundation
The development and validation of a learning progression for argumentation in science
JF Osborne, JB Henderson, A MacPherson, E Szu, A Wild, SY Yao
Journal of research in science teaching 53 (6), 821-846, 2016
Mandates: US Institute of Education Sciences
Young children's aspirations in science: The unequivocal, the uncertain and the unthinkable
J DeWitt, J Osborne, L Archer, J Dillon, B Willis, B Wong
International journal of science education 35 (6), 1037-1063, 2013
Mandates: UK Economic and Social Research Council
Is science for us? Black students’ and parents’ views of science and science careers
L Archer, J Dewitt, J Osborne
Science education 99 (2), 199-237, 2015
Mandates: UK Economic and Social Research Council
The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument
A Christodoulou, J Osborne
Journal of Research in Science Teaching 51 (10), 1275-1300, 2014
Mandates: UK Economic and Social Research Council
ASPIRES 2: Young people's science and career aspirations, age 10–19
L Archer, J Moote, E Macleod, B Francis, J DeWitt
UCL Institute of Education, 2020
Mandates: UK Economic and Social Research Council
Impacts of a practice-based professional development program on elementary teachers’ facilitation of and student engagement with scientific argumentation
JF Osborne, H Borko, E Fishman, F Gomez Zaccarelli, E Berson, ...
American educational research journal 56 (4), 1067-1112, 2019
Mandates: US National Science Foundation
Beyond construction: Five arguments for the role and value of critique in learning science
JB Henderson, A MacPherson, J Osborne, A Wild
International Journal of Science Education 37 (10), 1668-1697, 2015
Mandates: US Institute of Education Sciences
A practice-based professional development program to support scientific argumentation from evidence in the elementary classroom
EJ Fishman, H Borko, J Osborne, F Gomez, S Rafanelli, E Reigh, A Tseng, ...
Journal of science teacher education 28 (3), 222-249, 2017
Mandates: US National Science Foundation
Analyzing science education in the United Kingdom: Taking a system‐wide approach
JH Falk, LD Dierking, J Osborne, M Wenger, E Dawson, B Wong
Science education 99 (1), 145-173, 2015
Mandates: Wellcome Trust
Reading for meaning: The foundational knowledge every teacher of science should have
A Patterson, D Roman, M Friend, J Osborne, B Donovan
International Journal of Science Education 40 (3), 291-307, 2018
Mandates: US Institute of Education Sciences
Learning from professional development: A case study of the challenges of enacting productive science discourse in the classroom
F Gómez Zaccarelli, AK Schindler, H Borko, J Osborne
Professional Development in Education 44 (5), 721-737, 2018
Mandates: US National Science Foundation
Learning to read science
J Osborne, QC Sedlacek, M Friend, C Lemmi
Science Scope 40 (3), 36, 2016
Mandates: US Institute of Education Sciences, US Department of Education
Investigating the function of content and argumentation items in a science test: A multidimensional approach
SY Yao, M Wilson, JB Henderson, J Osborne
Journal of applied measurement 16 (2), 171-192, 2015
Mandates: US Institute of Education Sciences
Teacher facilitation of elementary science discourse after a professional development initiative
H Borko, FG Zaccarelli, E Reigh, J Osborne
the elementary school journal 121 (4), 561-585, 2021
Mandates: US National Science Foundation
Using computer technology to support the teaching and learning of argumentation in chemistry
JB Henderson, JF Osborne
Mandates: US National Science Foundation, US Institute of Education Sciences, US …
The interplay of domain-specific and domain-general factors in scientific reasoning and argumentation
F Fischer, C Wecker, A Hetmanek, J Osborne, CA Chinn, RG Duncan, ...
Boulder, CO: International Society of the Learning Sciences, 2014
Mandates: German Research Foundation
Using automated analysis to assess middle school students’ competence with scientific argumentation
KC Haudek, M Santiago, CD Wilson, M Stuhlsatz, B Donovan, ...
National Conference on Measurement in Education. Annual Conference, Toronto, ON, 2019
Mandates: US National Science Foundation
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