Jonathan Osborne
Jonathan Osborne
Kamalachari Professor of Science Education
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Cited by
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Attitudes towards science: A review of the literature and its implications
J Osborne, S Simon, S Collins
International journal of science education 25 (9), 1049-1079, 2003
Establishing the norms of scientific argumentation in classrooms
R Driver, P Newton, J Osborne
Science education 84 (3), 287-312, 2000
Enhancing the quality of argumentation in school science
J Osborne, S Erduran, S Simon
Journal of research in science teaching 41 (10), 994-1020, 2004
TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse
S Erduran, S Simon, J Osborne
Science education 88 (6), 915-933, 2004
Science education in Europe: Critical reflections
J Osborne, J Dillon
London: The Nuffield Foundation, 2008
Beyond 2000: Science education for the future
R Millar
http://www. kcl. ac. uk/content/1/c6/01/32/03/b2000. pdf, 1998
Supporting and promoting argumentation discourse in science education
RA Duschl, J Osborne
Studies in Science Education 38 (1), 39-72, 2002
What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community
J Osborne, S Collins, M Ratcliffe, R Millar, R Duschl
Journal of research in science teaching 40 (7), 692-720, 2003
Language and literacy in science education
J Wellington, J Osborne
McGraw-Hill Education (UK), 2001
The place of argumentation in the pedagogy of school science
P Newton, R Driver, J Osborne
International Journal of science education 21 (5), 553-576, 1999
Arguing to learn in science: The role of collaborative, critical discourse
J Osborne
science 328 (5977), 463-466, 2010
Learning to teach argumentation: Research and development in the science classroom
S Simon, S Erduran, J Osborne
International journal of science education 28 (2-3), 235-260, 2006
Students' questions: a potential resource for teaching and learning science
C Chin, J Osborne
Studies in science education 44 (1), 1-39, 2008
Pupils' views of the role and value of the science curriculum: a focus-group study
J Osborne, S Collins
International journal of science education 23 (5), 441-467, 2001
“Doing” science versus “being” a scientist: Examining 10/11‐year‐old schoolchildren's constructions of science through the lens of identity
L Archer, J DeWitt, J Osborne, J Dillon, B Willis, B Wong
Science Education 94 (4), 617-639, 2010
Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge
C Von Aufschnaiter, S Erduran, J Osborne, S Simon
Journal of Research in Science Teaching: The Official Journal of the …, 2008
Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science
L Archer, J DeWitt, J Osborne, J Dillon, B Willis, B Wong
American educational research journal 49 (5), 881-908, 2012
Teaching scientific practices: Meeting the challenge of change
J Osborne
Journal of Science Teacher Education 25 (2), 177-196, 2014
Beyond constructivism
JF Osborne
Science education 80 (1), 53-82, 1996
Placing the history and philosophy of science on the curriculum: A model for the development of pedagogy
M Monk, J Osborne
Science education 81 (4), 405-424, 1997
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