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  1. Using History and Philosophy of Science to Promote Students’ Argumentation.Pablo Antonio Archila - 2015 - Science & Education 24 (9-10):1201-1226.
    This article describes the effect of a teaching–learning sequence based on the discovery of oxygen in promoting students’ argumentation. It examines the written and oral arguments produced by 63 high school students in France during a complete TLS supervised by the same teacher. The data used in this analysis was derived from students’ written responses, audio and video recordings, and written field notes. The first goal of this investigation was to provide evidence that an approach combining history and philosophy of (...)
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