Skip to main navigation
Skip to search
Skip to main content
Northern Arizona University Home
Home
Profiles
Departments and Centers
Scholarly Works
Activities
Grants
Datasets
Prizes
Search by expertise, name or affiliation
The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics
Ron Gray
, Nam Hwa Kang
STEM Education
Research output
:
Contribution to journal
›
Article
›
peer-review
25
Scopus citations
Overview
Fingerprint
Fingerprint
Dive into the research topics of 'The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics'. Together they form a unique fingerprint.
Sort by
Weight
Alphabetically
Keyphrases
Secondary Science Teachers
100%
Scientific Argumentation
100%
Experimental Science
100%
Modes of Inquiry
100%
Historical Science
100%
Topic-based
66%
Classroom Teachers
33%
Science Instruction
33%
Dynamic Nature
33%
Nature of Science
33%
Specific Pattern
33%
Classroom Observation
33%
Classroom Research
33%
Classroom Practice
33%
Instructional Unit
33%
Rebuttal
33%
Teacher Interviews
33%
School Science
33%
Historical Argument
33%
Science Teachers
33%
Toulmin Model of Argumentation
33%
Historical Inquiry
33%
Social Sciences
Secondary Schools
100%
Nature of Science
100%
Science
100%
Classroom Practice
100%
Argumentation
100%
Historical Inquiry
100%
Classroom Research
100%