Literaturnachweis - Detailanzeige
| Autor/inn/en | Berland, Leema K.; McNeill, Katherine L. |
|---|---|
| Titel | For Whom Is Argument and Explanation a Necessary Distinction? A Response to Osborne and Patterson |
| Quelle | In: Science Education, 96 (2012) 5, S.808-813 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| DOI | 10.1002/sce.21000 |
| Schlagwörter | Stellungnahme; Educational Strategies; Science Education; Science Instruction; Classrooms; Elementary Secondary Education; Inquiry; Learner Engagement |
| Abstract | Scientific argumentation and explanation are essential practices of science that have been highlighted as equally important for K-12 science education. However, as Osborne and Patterson (2011) have recently argued, both the term "argument" and "explanation" have multiple, overlapping, meanings, and uses in science education. In this article, the authors explore two possible educational strategies for responding to the overlapping meanings of these two key practices, in K-12 science classrooms. (ERIC). |
| Anmerkungen | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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