Search results for: Cavagnetto Andy R.

The current study of 54 articles from the research literature examines how argument interventions promote scientific literacy. Articles were classified across three domains to determine structural patterns of the various argument interventions. The three orientations toward argument instruction are discussed in light of the epistemic nature of science and scientific literacy. The orientations can serve as an opportunity to refine understanding of argument interventions, particularly with regard to the pursuit of scientific literacy.