Justifying Predictions: Connecting Use of Educative Curriculum Materials to Students' Engagement in Science Argumentation

Autor/inn/en	Arias, Anna Maria; Smith, P. Sean; Davis, Elizabeth A.; Marino, John-Carlos; Palincsar, Annemarie S.
Titel	Justifying Predictions: Connecting Use of Educative Curriculum Materials to Students' Engagement in Science Argumentation
Quelle	In: Journal of Science Teacher Education, 28 (2017) 1, S.11-35 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2016.1277597
Schlagwörter	Prediction; Instructional Materials; Learner Engagement; Inservice Teacher Education; Science Teachers; Elementary School Teachers; Educational Change; Persuasive Discourse; Elementary School Science; Control Groups; Experimental Groups; Hierarchical Linear Modeling; Elementary School Students; Grade 3; Grade 4; Grade 5; Science Education; Equipment; Ecology + Suchen Sie Ihr Suchwort? Vorhersage; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerfortbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Bildungsreform; Persuasion; Persuasive Kommunikation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Naturwissenschaftliche Bildung; Ökologie
Abstract	Educative curriculum materials present a promising mechanism for promoting more ambitious science teaching in elementary classrooms, including engaging students in science practices. Integrating science practices with science content is emphasized in new education reforms. Elementary teachers, however, face challenges in engaging children in science practices such as scientific argumentation. We propose that the justification of predictions could serve as an entrée to scientific argumentation in elementary grades. To support elementary teachers in integrating science content with science practice, including justifying predictions about scientific phenomena, we added educative features to 2 existing upper elementary inquiry science units, 1 on electric circuits and 1 on ecosystems. This article reports results from a large-scale, quasi-experimental study with 2 conditions: the treatment condition, in which teachers had educative features, and the comparison condition, in which teachers had the original curriculum materials. This study sought to characterize differences in students' written predictions with justification across condition and discipline. In the treatment condition, in which teachers were using the educative curriculum materials, the students' predictions with justification showed significantly greater improvement in quality scores from the preunit assessment to the postunit assessment compared to the comparison condition. In addition, there was more evidence of teacher support for justifying predictions in the collected notebooks and enactments in the treatment condition compared to the comparison condition. These findings have implications for curriculum developers and teacher educators, suggesting an important role for educative curriculum materials in promoting reforms in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01