Andy Cavagnetto
Andy Cavagnetto
Associate Professor of Science Education, Washington State University
Verified email at - Homepage
TitleCited byYear
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
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
The importance of embedding argument within science classrooms
A Cavagnetto, B Hand
Perspectives on scientific argumentation, 39-53, 2012
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
The Multiple Faces of Argument in School Science: On Darwin's [200Th] Birthday, Only 4 in 10 Believe in Evolution (Newport 2009)
A Cavagnetto
Science Scope 35 (1), 34, 2011
Using argument as a tool for integrating science and literacy
E Washburn, A Cavagnetto
The Reading Teacher 67 (2), 127-136, 2013
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
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
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
Promoting collaborative classrooms: the impacts of interdependent cooperative learning on undergraduate interactions and achievement
J Premo, A Cavagnetto, WB Davis, P Brickman
CBE—Life Sciences Education 17 (2), ar32, 2018
Factors influencing implementation of the science writing heuristic in two elementary science classrooms
A Cavagnetto
Science inquiry, argument and language, 37-52, 2008
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
Promoting students’ attention to argumentative reasoning patterns
AR Cavagnetto, KJ Kurtz
Science Education 100 (4), 625-644, 2016
Priming students for whole-class interaction: Using interdependence to support behavioral engagement
J Premo, A Cavagnetto
Social Psychology of Education 21 (4), 915-935, 2018
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
Categories in conflict: Combating the application of an intuitive conception of inheritance with category construction
J Premo, A Cavagnetto, G Honke, KJ Kurtz
Journal of Research in Science Teaching 56 (1), 24-44, 2019
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
Optimizing the category construction task to promote learning and transfer of knowledge in classroom instruction
KJ Kurtz, A Cavagnetto, G Honke, N Conaway, JD Patterson, JC Marr, ...
Proceedings of the Annual Meeting of the Cognitive Science Society 36 (36), 2014
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