Using Scientific Argumentation to Understand Human Impact on the Earth

Autor/inn/en	Harmon, Stephanie; Pallant, Amy; Pryputniewicz, Sarah
Titel	Using Scientific Argumentation to Understand Human Impact on the Earth
Quelle	In: Science Teacher, 86 (2019) 6, S.28-36 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Science Teachers; Persuasive Discourse; Earth Science; Plants (Botany); Grade 11; Secondary School Teachers; High School Students; Scientists; Critical Thinking; Soil Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Persuasion; Persuasive Kommunikation; Earth sciences; Geowissenschaften; Pflanze; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Scientist; Wissenschaftler; Kritisches Denken; Bodenkunde
Abstract	Constructing scientific arguments is an important skill, and is specifically addressed by the Next Generation Science Standards (NGSS) science and engineering practice of Engaging in Arguments From Evidence. To ensure that students understand the significance of a scientific argument, they need experiences that will help them understand, use, and interpret scientific explanations, evaluate evidence, and think about the development of scientific knowledge. This article focuses on how the authors have used High-Adventure Science (HAS) modules (see "On the web") as a valuable tool for helping 11th grade Earth science students consider scientific evidence as they develop critical-thinking and scientific-argumentation skills. (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	2020/1/01