Science in Writing: Learning Scientific Argument in Principle and Practice

Autor/inn/en	Cope, Bill; Kalantzis, Mary; Abd-El-Khalick, Fouad; Bagley, Elizabeth
Titel	Science in Writing: Learning Scientific Argument in Principle and Practice
Quelle	In: E-Learning and Digital Media, 10 (2013) 4, S.420-441 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.2304/elea.2013.10.4.420
Schlagwörter	Persuasive Discourse; Science Instruction; Electronic Learning; Educational Technology; Technical Writing; Writing Skills; Peer Evaluation; Writing Evaluation; State Standards; Academic Standards; Discourse Analysis; Formative Evaluation; Grade 8; Middle School Students; Web Based Instruction; Content Area Writing; New York + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Technical documentation; Technische Dokumentation; Writing skill; Schreibfertigkeit; Diskursanalyse; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Web Based Training; Schriftliche Übung
Abstract	This article explores the processes of writing in science and in particular the "complex performance" of writing a scientific argument. The article explores in general terms the nature of scientific argumentation in which the author-scientist makes claims, provides evidence to support these claims, and develops chains of scientific reasoning to coordinate claims and evidence. The article then describes a case in which two classes of Grade 8 students in a New York City school wrote scientific arguments in a web-writing and peer review environment that provides each writer with "as-you-go" formative assessment on the constitutive elements of their arguments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10