Literaturnachweis - Detailanzeige
| Autor/inn/en | Sampson, Victor; Grooms, Jonathon |
|---|---|
| Titel | Promoting and Supporting Scientific Argumentation in the Classroom: The Evaluate-Alternatives Instructional Model |
| Quelle | In: Science Scope, 33 (2009) 1, S.66-73 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0887-2376 |
| Schlagwörter | Persuasive Discourse; Science Teachers; Science Curriculum; Teaching Models; Grade 8; Inquiry; National Standards; Problem Solving |
| Abstract | This article describes an instructional model that science teachers can use to promote and support student engagement in scientific argumentation. This model is called the evaluate-alternatives instructional model and it is grounded in current research on argumentation in science education (e.g., Berland and Reiser 2009; McNeill and Krajcik 2006; Osborne, Erduran, and Simon 2004; Sampson and Clark 2009; Sandoval and Reiser 2004). To illustrate how this model works inside the classroom, a lesson that was developed for an eighth-grade integrated science course is described. This lesson was designed to help students understand the transfer of energy and develop the abilities to do scientific inquiry. (Contains 7 figures.) (As Provided). |
| 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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