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Science education researchers agree about the importance of evidence in science practices such as argumentation. Yet, disagreements and ambiguities about what counts as “evidence” in science classrooms pervade the literature. We argue that these ambiguities and disagreements can be viewed as falling along three fault lines: (i) the source of evidence, specifically, whether it must be first‐hand; (ii)...
Set the date range to filter the displayed results. You can set a starting date, ending date or both. You can enter the dates manually or choose them from the calendar.