Abrahams, I. and Millar, R. (2008). ‘Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science’. International Journal of Science Education, 30 (14), 1945-1969.
Bloom, B S. (1956). Taxonomy of educational objectives: Handbook 1: Cognitive domain. New York, Longmans.
Bevan, B. (2012). Scientific argumentation approaches and orientations. Seattle, University of Washington. [Online]
Berland, L.K. and McNeill, K.L. (2012). 'For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson'. Science Education, 96 (5), 808-813.
Driver, R., Newton, P. and Osborne, J. F. (2000). ‘Establishing the norms of scientific argumentation in classrooms’. Science Education, 84 (3), 287–312.
Duschl, R. and Osborne, J. (2002). ‘Supporting and Promoting Argumentation Discourse in Science Education’. Studies in Science Education, 38 (1), 39-72.
Cross, R. and Price, R. (1996). ‘Science teachers' social conscience and the role of controversial issues in the teaching of science’. Journal of Research in Science Teaching, 33 (3), 319-333.
Eley, A. and Price, R. (2009). Talking Science: Improving KS2/3 transition through an argument based approach to teaching science. London, Borough of Richmond Upon Thames. [Online]
Ford, M. J. (2008). ‘Disciplinary authority and accountability in scientific practice and learning’. Science Education,92, 404-423.
Kelly, G.J., Druker, S. and Chen, C. (1998). ‘Students’ reasoning about electricity: combining performance assessments with argumentation analysis’. International Journal of Science Education, 20 (7), 849-871.
Nuffield Foundation (2012). Science and Society: teaching and learning. [Online]
Osborne, J., Erduran, S. and Simon, S. (2004). Ideas, Evidence and Argument in Science (IDEAS) In-service Training Pack, Resource Pack and Video. London: Nuffield Foundation
Osborne, J. F. and Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95 (4), 627–638.
Osborne, J., MacPherson, A., Patterson, A. and Szu, E. (2012). ‘Chapter 1 Introduction’. In: Khine, M.S. (Ed.), Perspectives on scientific argumentation, Theory, practice and design. London/ New York: Springer Dordrecht Heidelberg.
Sampson, V. and Clark, D.B. (2008). ‘Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions’. Science Education, 92, 447–472.
Simon, S., Erduran, S. and Osborne, J. (2006). ‘Learning to teach argumentation: Research and development in the science classroom’. International Journal of Science Education, 28 (2), 235-260.
Stewart, J., Cartier, J. and Passmore, C. (2005). ‘Chapter 12: Developing Understanding Through Model-Based Inquiry’. In: Donovan, M.S. and Bransford, J.D. (Eds.), How students learn: Science in the classroom. Washington D.C: National Academies Press, pp. 515-565.
Toulmin, S.E. (1958). The uses of argument. Cambridge: Cambridge University Press.
Venville, G. J. and Dawson, V. M. (2010). ‘The impact of a classroom intervention on grade 10 students’ argumentation skills, informal reasoning, and conceptual understanding of science’. Journal of Research in Science Teaching, 47(8), 952–977.
Zohar, A., and Nemet, F. (2002). ‘Fostering students’ knowledge and argumentation skills through dilemmas in human genetics’. Journal of Research in Science Teaching, 39 (1), 35–62.