Miki Sakamoto

Theory-Inspired Questions Asked by Students as an Epistemic Activity in Science :: Theory-Based Inquiry and Question-Centered Instruction@@@—原理・法則に基づく問いの理解に着目して—

Fostering Elementary School Students’ Arguments Related to Knowledge Building :

Clarifying the Effectiveness of Teaching Strategies and Design Elements to Promote Elementary Students’ Justified Claims in Argumentation

Theory-Inspired Questions Asked by Students as an Epistemic Activity in Science ::Theory-Based Inquiry and Question-Centered Instruction

Educational Psychology and the Learning Sciences :: Arguments for Embracing a Complementary Paradigm@@@—学習研究の新しいパラダイム—

An Evaluation of Japanese Elementary Students’ Understanding of the Criteria for Rebuttals in Argumentation☆

Development of Design Elements of Teaching Strategies for Promoting Argument Skills Based on Multiple Reasoning: A Case Study on "Nutrition of Plants" in Sixth-Grade Elementary School

Development of Design Elements of Teaching Strategies for Promoting Argument Skills With Rebuttals: A Case Study on "Properties of Aqueous Solutions" in Sixth-Grade Elementary School

Design-Based Research for Teaching Strategies to Help Students Learn to Construct Scientific Arguments : The Revision and Analysis of Fifth-Grade Unit on 'Pendulum Movement'

Teaching Strategies for Promoting Students’ Argumentation Skills Including Rebuttals: A Case Study of Elementary Science Lessons on ‘Static Electricity’