Scientific argumentation for all? Comparing teacher beliefs about argumentation in high, mid and low SES schools
Ensuring all students have opportunities to engage in scientific argumentation is a key goal for K–12 students. While research has shown that teachers’ beliefs about argumentation can impact their classroom instruction and that students in low socioeconomic status (SES) schools are less likely to experience challenging science learning, there is little research focused on the relationship between teachers’ argumentation beliefs and student SES. As such, in this study we explored the scientific argumentation beliefs of teachers in low, mid, and high SES schools.
In this study we explored the scientific argumentation beliefs of teachers in low, mid, and high SES schools.