‘More is not necessarily better’: Curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge

Larrain, A., Howe, C., & Freire, P. (2018). ‘More is not necessarily better’: Curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge. Research in Science & Technological Education, 36(3), 282-301. https:/doi.org/10.1080/02635143.2017.1408581