skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Beardmore, David"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; (, European Science Education Research Association 2017 Conference)
    Prior studies have revealed that both contrasting cases and argumentation tasks can support deeper learning and problem solving skills. Yet, these studies suggest that appropriate scaffolds are need for these instructional strategies to be successful. We investigate alternative forms of writing prompts (similarities and differences, invent a unify statement, and argumentation) for two cases that addresses the momentum principle. Results suggest that prompts for identifying similarities and differences within cases tended to promote identification of surface features irrelevant to solving the problems. However, argumentation prompts to evaluate competing theories tended to support deeper understanding of underlying principles and appropriate application of principles. 
    more » « less
    Accepted Manuscript Full Text Available
  2. ; ; (, European Science Education Research Education 2017 Conference)
    Prior studies have revealed that both contrasting cases and argumentation tasks can support deeper learning and problem solving skills. Yet, these studies suggest that appropriate scaffolds are need for these instructional strategies to be successful. We investigate alternative forms of writing prompts (similarities and differences, invent a unify statement, and argumentation) for two cases that addresses the momentum principle. Results suggest that prompts for identifying similarities and differences within cases tended to promote identification of surface features irrelevant to solving the problems. However, argumentation prompts to evaluate competing theories tended to support deeper understanding of underlying principles and appropriate application of principles. 
    more » « less
    Accepted Manuscript Full Text Available