Teaching Scientific Core Ideas through Immersing Students in Argument: Using Density as an Example

Autor/inn/en	Chen, Ying-Chih; Lin, Jia-Ling; Chen, Yen-Ting
Titel	Teaching Scientific Core Ideas through Immersing Students in Argument: Using Density as an Example
Quelle	In: Science Activities: Classroom Projects and Curriculum Ideas, 51 (2014) 3, S.78-88 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8121
DOI	10.1080/00368121.2014.915792
Schlagwörter	Leitfaden; Unterricht; Lehrer; Teaching Methods; Persuasive Discourse; Science Instruction; Scientific Concepts; Concept Formation; Group Discussion; Reflection; Scientific Literacy; Questioning Techniques; Cooperative Learning; Writing Assignments; Secondary School Science; Grade 7 + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Gruppendiskussion; Befragungstechnik; Fragetechnik; Kooperatives Lernen; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Argumentation is one of the central practices in science learning and helps deepen students' conceptual understanding. Students should learn how to communicate ideas including procedure tests, data interpretations, and investigation outcomes in verbal and written forms through argument structure. This article presents a negotiation model to show how argument can be a vehicle to drive students to learn core ideas of density. The negotiation model consists of five phases: (1) creating a testable question, (2) constructing an argument in groups, (3) critiquing arguments publicly, (4) advancing students' arguments, and (5) writing and reflecting individually. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10