科研之友
微信
新浪微博
Facebook
分享链接
摘要
Argument construction is a valuable ability for explaining scientific phenomena and introducing argumentation skills as part of a curriculum can greatly enhance student understanding by promoting self-reflection on the topic under investigation. This article aims to use argument construction as a technique to support an activity designed to improve student understanding of noncovalent interactions. Two theoretical argumentation frameworks were used and compared in order to determine the most effective for use in the developed activity.
- 出版日期2016
