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Cavagnetto, A. R., & Hand, B. (2012). The Importance of embedding argument within science classrooms : Perspectives on scientific argumentation, Springer, Part 1, 39-53.
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Davis, E. A.,&Linn, M. C. (2000). Scaffolding students'knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22, 819-837
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Ford, M. J. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92, 404-423.
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Gunel, M., Hand, B., & McDermott, M. (2009). Writing for different audiences: Effects on high school students conceptual understanding of biology. Learning and Instruction, 19 (4), 354- 367.
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Hand, B. (Ed.). (2008). Science inquiry, argument and language: A case for the Science Writing Heuristic. Rotterdam, The Netherlands: Sense.
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Hand, B., Hohenshell, L., & Prain, V. (2004). Exploring students' responses to conceptual questions when engaged with planned writing experiences: A study with Year 10 science students. Journal of Research in Science Teaching, 41(2), 186-210.
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Hand, B., Prain, V., Lawrence, C, & Yore, L.(1999). A writing in science framework designed to enhance science literacy. International Journal of Science Education, 21(10), 1021-1035.
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Jang, J., & Hand, B. (2012, March). The impact of using a scaffolded written framework on students'conceptual understanding. Paper presented at International Conference of the National Association for Research in Science Teaching, Indianapolis, IN.
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Hand, B., Shelley, M., Gonwa-Reeves, C., & Baenzinger, J. (2012, March). Student learning through the Science Writing Heuristic: Iowa Test of Basic Skills, Cornell Critical Thinking Tests and classroom implementation. Paper presented at the Annual Meeting of National Association of Science Teachers, Indianapolis, Indiana.
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Hohenshell, L. M., & Hand, B. (2006). Writing-to-learn strategies in secondary school cell biology: A mixed method study. International Journal of Science Education, 28(2-3), 261-289.
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Jang, J. (2011). The effect of using a structured reading framework on middle school students'conceptual understanding within the Science Writing Heuristic approach. Unpublished doctoral dissertation, The University of Iowa, Iowa city, IA.
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Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the Science Writing Huerisitic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084.
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Mercier, H. (2011). Looking for arguments. Argumentation, 26, 305-324.
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Mercier, H., & Sperber, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral and Brain Sciences, 34, 57-74.
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Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328, 463-466.
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Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41, 994-1020.
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Prain, V., & Hand, B. (1996). Writing for learning in secondary science: Rethinking practices. Teaching and Teacher Education, 12(6), 609-626.
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Shelley, M., Gonwa-Reeves, C., Baenziger, J., Hand, B., & Therrien, W. J. (2012, April). Student learning and inquiry-based science instruction: Testing effectiveness in a randomized trial. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, BC.
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Reiser, B. J., Tabak, I., Sandoval,W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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Rudd, J. A., Greenbowe, T. J., Hand, B. M., and Legg. M. J. (2001). Using the Science Writing Heuristic (SWH ) to move toward an inquirybased laboratory curriculum: An example from physical equilibrium. Journal of Chemical Education, 78(12), 1680-1686.
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Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28, 235-260.
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Taylor, J. C., Therrien, W. J., Kaldenberg, E., Watt, S., Chanlen, N., & Hand, B. (2012). Using an inquiry-based teaching approach to improve science outcomes for students with disabilities: Snapshop and longitudinal data. Journal of Science Education for Students with Disabilities, 15(1), 10-22.
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Yore, L. D., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689-725.
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Yore, L., & Treagust, D. (2006). Current realities and future possibilities: Language and science literacy - empowering research and informing instruction. International Journal of Science Education, 28(2), 291-314.
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