What's the Alternative?

Autor/inn/en	Lombardi, Doug; Sibley, Bret; Carroll, Kristoffer
Titel	What's the Alternative?
Quelle	In: Science Teacher, 80 (2013) 5, (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Fundamental Concepts; Scientific Concepts; Scientific Literacy; Evaluative Thinking; Thinking Skills; Evidence; Persuasive Discourse; Science Process Skills; Models; Educational Practices; Visual Aids; Demonstrations (Educational); State Standards; High School Students; Secondary School Science; Inferences; Scientific and Technical Information + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Denkfähigkeit; Evidenz; Persuasion; Persuasive Kommunikation; Analogiemodell; Bildungspraxis; Anschauungsmaterial; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Inference; Inferenz
Abstract	Scientifically literate citizens need to understand how scientists evaluate competing explanations. Likewise, students must learn to critically evaluate the quality of scientific knowledge and weigh alternative explanations. Regrettably, high school graduates often are not critically evaluative about scientific topics. To help remedy that, this article presents an instruction scaffold--called a model-evidence link (MEL) diagram--designed to promote students' ability to critically evaluate scientific arguments and deepen their understanding of fundamental science concepts. First, however, a discussion of the role of critical evaluation in promoting argumentation in the science classroom is provided. (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