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The document discusses the definition and importance of pedagogical content knowledge (PCK) of argumentation in history education, emphasizing the need for teachers to effectively integrate argumentation into their classroom practices. It highlights the gap in research regarding argument PCK in history compared to other disciplines and outlines various types of historical arguments and instructional strategies for fostering argumentation among students. The authors aim to explore the relationship between ar
- Author
- crapanta
- Language
- EN