Argumentation in Science Education

Autor/inn/en	Sampson, Victor; Enderle, Patrick; Grooms, Jonathon
Titel	Argumentation in Science Education
Quelle	In: Science Teacher, 80 (2013) 5, S.30-33 (4 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Education; Science Process Skills; Persuasive Discourse; Teaching Methods; Benchmarking; Academic Standards; Science Curriculum + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A "Framework for K-12 Science Education" (NRC 2012) and subsequent "Next Generation Science Standards" (Achieve Inc. 2013) will substantially influence the teaching and learning of science in the United States. The "Framework," for example, calls for students to learn about several practices related to scientific argumentation. These practices--arguing from evidence (practice #6) and obtaining, evaluating,and communicating information (practice #8)--are embedded throughout the "Next Generation Science Standards" ("NGSS"). This article will help teachers understand the nature of scientific argumentation so they can help students reach the new benchmarks. It will also explain challenges students face when they participate in scientific argumentation and will list resources teachers can use to help students learn from and about scientific argumentation in the classroom. (ERIC).
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