Using Claims and Evidence to Support the Search for Extraterrestrial Life: Teacher Reflections Following an Interdisciplinary English-Science Argumentation Unit

Autor/inn/en	Summers, Ryan; Rodems, Kathy; Denos, Sharlene; Atkinson, Amy
Titel	Using Claims and Evidence to Support the Search for Extraterrestrial Life: Teacher Reflections Following an Interdisciplinary English-Science Argumentation Unit
Quelle	In: Middle School Journal, 50 (2019) 2, S.5-16 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Summers, Ryan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2019.1576578
Schlagwörter	Evidence; Astronomy; Biology; Reflection; Teacher Collaboration; Language Arts; English Instruction; Science Instruction; Librarian Teacher Cooperation; English Teachers; Science Teachers; Interdisciplinary Approach; Persuasive Discourse; Integrated Curriculum; Student Attitudes; Teacher Attitudes; Integrated Activities + Suchen Sie Ihr Suchwort? Evidenz; Astronomie; Biologie; Lehrerkooperation; Sprachkultur; English langauage lessons; Englischunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Persuasion; Persuasive Kommunikation; Schülerverhalten; Lehrerverhalten; Integrierender Unterricht
Abstract	The "Next Generation Science Standards" identifies argumentation as a central practice, and, subsequently, energizes teachers to develop students' capacity to write well-reasoned arguments and support their claims with relevant evidence. These skills now expected in the science classroom have long been central to instruction in English-language arts. This article overviews the design and delivery of a first-time interdisciplinary collaboration between three teachers, representing English language arts, science, and a teacher-librarian. Their integrated unit was based on principles of scientific argumentation. Recounting the experience from the perspectives of the teachers, and informed by observations and interviews conducted, discussion centers on the practical aspects of unit delivery and meeting intended goals. This article thematically explores qualitative data collected from the teachers, including individual reflections and a focus group interview, as well as classroom observation and student post-unit survey data. Drawing on the experience from the inaugural implementation, we discuss considerations for future efforts and implications for the broader audience. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01