How Might the "Next Generation Science Standards" Support Styles of Scientific Reasoning in Biology?

Autor/inn/en	Rafanelli, Stephanie; Osborne, Jonathan
Titel	How Might the "Next Generation Science Standards" Support Styles of Scientific Reasoning in Biology?
Quelle	In: American Biology Teacher, 82 (2020) 9, S.579-583 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Academic Standards; Science Instruction; Thinking Skills; Science Process Skills; Logical Thinking; Biology; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Biologie
Abstract	In this article, we put forward a new approach to the teaching of scientific reasoning in biology with the "Next Generation Science Standards" ("NGSS"). We argue that a framework based on the idea of six styles of scientific reasoning provides the best guide for biology teachers to the nature of scientific reasoning in biology and how it might be taught. The current framework of the crosscutting concepts fails to provide a narrative for what makes biology distinctive and how biological scientists reason. By contrast, a framework of styles of scientific reasoning does offer a coherent argument for the biology curriculum in grades K-12, a justification for each performance expectation, and a vision of how each standard might support the development of scientific reasoning in biology. Examples and implications for curriculum designers and educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01