Literaturnachweis - Detailanzeige
| Autor/inn/en | Reiser, Brian J.; Berland, Leema K.; Kenyon, Lisa |
|---|---|
| Titel | Engaging Students in the Scientific Practices of Explanation and Argumentation |
| Quelle | In: Science Scope, 35 (2012) 8, S.6-11 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0887-2376 |
| Schlagwörter | Thinking Skills; Evidence; Persuasive Discourse; Elementary Secondary Education; Investigations; Science Education; Science Process Skills; Questioning Techniques; Models; Problem Solving; Mathematics; Computation |
| Abstract | "A Framework for K-12 Science Education" identifies eight science and engineering practices for K-12 classrooms. These practices, along with core ideas and crosscutting concepts, define the nation's learning goals for science. The practices outlined in the framework are: (1) Asking questions and defining problems; (2) Developing and using models; (3) Planning and carrying out investigations; (4) Analyzing and interpreting data; (5) Using mathematics and computational thinking; (6) Constructing explanations and designing solutions; (7) Engaging in argument from evidence; and (8) Obtaining, evaluating, and communicating information. In this article, the authors examine the sixth and seventh practices concerning explanation and argumentation, respectively. The two practices depend on each other: For students to practice explanation construction, they must also engage in argumentation. Here, the authors first define argumentation and explanation individually and then explore their relationship in classroom examples. (Contains 1 figure.) (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 |
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