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Intersection of argumentation and the use of multiple representations in the context of socioscientific issues
International Journal of Science Education
Using multiple representations and argumentation are two fundamental processes in science. With the advancements of information communication technologies, these two processes are blended more so than ever before. However, little is known about how these two processes interact with each other in student learning. Hence, we conducted a design-based study in order to distill the relationship between these two processes. Specifically, we designed a learning unit on nuclear energy and implementeddoi:10.1080/09500693.2016.1183265 fatcat:kkwcf4rppne7hfi2elimel5nqq