Andy Cavagnetto
Andy Cavagnetto
Associate Professor of Science Education, Washington State University
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Cited by
Cited by
Argument to foster scientific literacy: A review of argument interventions in K–12 science contexts
AR Cavagnetto
Review of educational research 80 (3), 336-371, 2010
The nature of elementary student science discourse in the context of the science writing heuristic approach
A Cavagnetto, BM Hand, L Norton‐Meier
International Journal of Science Education 32 (4), 427-449, 2010
The importance of embedding argument within science classrooms
A Cavagnetto, B Hand
Perspectives on scientific argumentation, 39-53, 2012
What do mainstream middle school teachers think about their English language learners? A tri-state case study
H Hansen-Thomas, A Cavagnetto
Bilingual Research Journal 33 (2), 249-266, 2010
Promoting collaborative classrooms: The impacts of interdependent cooperative learning on undergraduate interactions and achievement
J Premo, A Cavagnetto, WB Davis
CBE—Life Sciences Education 17 (2), ar32, 2018
Negotiating the inquiry question: a comparison of whole class and small group strategies in grade five science classrooms
AR Cavagnetto, B Hand, L Norton-Meier
Research in Science Education 41 (2), 193-209, 2011
Moving past curricula and strategies: Language and the development of adaptive pedagogy for immersive learning environments
B Hand, A Cavagnetto, YC Chen, S Park
Research in Science Education 46 (2), 223-241, 2016
Comparative effects of computer-based concept maps, refutational texts, and expository texts on science learning
OO Adesope, A Cavagnetto, NJ Hunsu, C Anguiano, J Lloyd
Journal of Educational Computing Research 55 (1), 46-69, 2017
Using argument as a tool for integrating science and literacy
E Washburn, A Cavagnetto
The Reading Teacher 67 (2), 127-136, 2013
The Multiple Faces of Argument in School Science.
A Cavagnetto
Science Scope 35 (1), 34-37, 2011
Examination of the nonlinear dynamic systems associated with science student cognition while engaging in science information processing
R Lamb, A Cavagnetto, T Akmal
International Journal of Science and Mathematics Education 14 (1), 187-205, 2016
The process of collaborative concept mapping in kindergarten and the effect on critical thinking skills
NK Sundararajan, O Adesope, A Cavagnetto
Journal of STEM Education 19 (1), 2018
Conditional cooperators: student prosocial dispositions and their perceptions of the classroom social environment
J Premo, R Lamb, A Cavagnetto
Learning Environments Research 21 (2), 229-244, 2018
Supporting student agency in science
AR Cavagnetto, B Hand, J Premo
Theory Into Practice 59 (2), 128-138, 2020
Promoting students’ attention to argumentative reasoning patterns
AR Cavagnetto, KJ Kurtz
Science Education 100 (4), 625-644, 2016
The Cooperative Classroom Environment Measure (CCEM): Refining a measure that assesses factors motivating student prosociality
J Premo, A Cavagnetto, R Lamb
International Journal of Science and Mathematics Education 16 (4), 677-697, 2018
Factors influencing implementation of the science writing heuristic in two elementary science classrooms
A Cavagnetto
Science inquiry, argument and language, 37-52, 2008
Pedagogy, implementation, and professional development for teaching science literacy: How students and teachers know and learn
L Norton-Meier, B Hand, A Cavagnetto, R Akkus, M Gunel
Quality Research in literacy and science education, 169-187, 2009
Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science
AR Cavagnetto
The University of Iowa, 2006
May I have your attention: An analysis of teacher responses during A multi-year professional learning program
L Collins, A Cavagnetto, N Ferry, O Adesope, K Baldwin, J Morrison, ...
Journal of Science Teacher Education 30 (6), 549-566, 2019
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