Abstract
Two major implications for science education exist from the study of scientific discourse. First, students must understand the way in which scientists explain their work generally. Second, students should “do” science by producing arguments that approximate the current discussion among practicing scientists.
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McComas, W.F. (2014). Scientific Discourse (Rhetoric of Science). In: McComas, W.F. (eds) The Language of Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-497-0_81
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DOI: https://doi.org/10.1007/978-94-6209-497-0_81
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-497-0
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