Journal Articles

Loper, S., McNeill, K. L., González-Howard, M., Marco-Bujosa, L. & O’Dwyer, L. M. (2019). The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation. Technology, Pedagogy and Education, 28(2), 173-190. 

González-Howard, M. & McNeill, K. L. (2019). Teachers’ framing of argumentation goals: Working together to develop individual versus communal understanding. Journal of Research in Science Teaching, 56(6), 821-844. 

González-Howard, M. (2019). Exploring the utility of social network analysis for visualizing interactions during argumentation discussions. Science Education, 103(3), 503-528.

González-Howard, M., Marco-Bujosa, L., McNeill, K. L., Goss, M. & Loper, S. (2018). The Argumentation Toolkit: A resource for integrating argumentation into your science classroom. Science Scope, 42(3), 74-78. 

McNeill, K. L., Marco-Bujosa, L., González-Howard, M. & Loper, S. (2018). Teachers’ enactments of curriculum: Fidelity to procedure versus fidelity to goal for scientific argumentation. International Journal of Science Education, 40(12), 1455-1475. 

Marco-Bujosa, L., González-Howard, M., McNeill, K. L. & Loper, S. (2017). Designing and using multimedia modules for teacher educators: Supporting teacher learning of scientific argumentation. Innovations in Science Teacher Education, 2(4), 1-13.

González-Howard, M., McNeill, K. L., Marco-Bujosa, L. M & Proctor, C. P. (2017). “Does it answer the question or is it French fries?”: An exploration of language supports for scientific argumentation. International Journal of Science Education, 39(5), 528-547. 

McNeill, K. L., González-Howard, M., Katsh-Singer, R. & Loper, S. (2017). Moving beyond pseudoargumentation: Teachers’ enactments of an educative science curriculum focused on argumentation. Science Education, 101(3), 426-457.​

Loper, S., McNeill, K. L. & González-Howard, M. (2017). Multimedia educative curriculum materials (MECMs): Teachers’ use of MECMs to support argumentation. Journal of Science Teacher Education, 28(1), 36-56.
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Marco-Bujosa, L., McNeill, K. L., González-Howard, M., & Loper, S. (2017). An exploration of teacher learning from an educative reform-oriented curriculum: Case studies of teacher curriculum use. Journal of Research in Science Teaching, 54(2), 141-168.
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McNeill, K. L., Katsh-Singer, R., González-Howard, M., & Loper, S. (2016). Factors impacting teachers’ argumentation instruction in their science classrooms. International Journal of Science Education, 38(12), 2026-2046.

Katsh-Singer, R., McNeill, K. L., & Loper, S. (2016). Scientific argumentation for all? Comparing teacher beliefs about argumentation in high, mid and low SES schools. Science Education, 100(3), 410-436.

González-Howard, M. & McNeill, K. L. (2016). Learning in a community of practice: Factors impacting English-learning students’ engagement in scientific argumentation. Journal of Research in Science Teaching, 53(4), 527-553.

McNeill, K. L., González-Howard, M., Katsh-Singer, R. & Loper, S. (2016). Pedagogical content knowledge of argumentation: Using classroom contexts to assess high quality PCK rather than pseudoargumentation. Journal of Research in Science Teaching, 53(2), 261-290.
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González-Howard, M., McNeill, K. L. & Ruttan, N.  (2015). What’s our three-word claim?: Supporting English language learning students’ engagement in scientific argumentation. Science Scope, 38(9). 10-16.