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Rural Students' Cultural Assets During Science Argumentation
International Conference on Computer Supported Collaborative Learning
Rural students have lower academic achievement in science. Recent research has suggested that contextualizing science instruction in rural life can help rural students learn science. This study uses discourse analysis to show how collaborative argumentative science discussions that give students interpretive authority can help students access cultural resources. Early results indicate the potential benefits of integrating collaborative argumentation in science teaching and learning among rural students.dblp:conf/cscl/SunMF19 fatcat:kh3xszsrevdqnb5wmqeknluiyu