written by Danielle Harlow and Valerie K. Otero

This paper describes preliminary results of the analysis of a subset of data in which third grade children argue about how current travels through a simple circuit in a whole-class discussion. A model of four distinct patterns of argumentation among these eight-year-old children is proposed and described in this discussion.

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Published September 9, 2004
Last Modified May 20, 2012

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