Constructing and Critiquing Arguments

Autor/inn/en	Chen, Ying-Chih; Park, Soonhye; Hand, Brian
Titel	Constructing and Critiquing Arguments
Quelle	50 (2013) 5, S.40-45 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Persuasive Discourse; Science Instruction; Learning Strategies; Concept Mapping; Visualization; Large Group Instruction; Reflection; Letters (Correspondence); Learner Engagement; Reading; Writing (Composition); Verbal Communication; Discussion (Teaching Technique); Classroom Communication; Teaching Methods; Elementary School Science + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Concept Map; Visualisation; Visualisierung; Brief; Leseprozess; Lesen; Schreibübung; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article reports that as the need for students to be able to construct and critique scientific argumentation as emphasized in "A Framework for K-12 Science Education" (National Research Council 2012), teachers are wondering how to support students in this process. Scientific argumentation is defined as the interplay between construction and critique involving both individual cognitive activities and a negotiated social act through talk and writing within a specific community. How can teachers engage students in written and oral scientific argumentation? This article introduces four powerful strategies for teaching the practice of scientific argumentation: (1) Visualize ideas using a concept map; (2) Whole-class engagement in a negotiation circle; (3) Time to pause and reflect; and (4) Writing a letter to a younger audience. These four strategies emphasize speaking and writing to facilitate students' engagement in argumentation. These strategies can be used with grades 1 to 6 based on the activity. To facilitate student understanding of core ideas, it is critical to embed language-based activities in the practice of construction and critique. Thus, speaking and writing become absolutely crucial language tools to help students as well as scientists and engineers engage in critiquing knowledge construction. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10