Confronting Ambiguity in Science

Autor/inn/en	Emery, Katherine; Harlow, Danielle; Whitmer, Ali; Gaines, Steven
Titel	Confronting Ambiguity in Science
Quelle	In: Science Teacher, 82 (2015) 2, S.36-41 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Education; Standards; Information Literacy; Data Analysis; Decision Making; Scientific Research; Secondary School Science; Grade 11; Grade 12; High School Students; Environmental Education; Evidence; Learning Activities; Validity + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Standard; Informationskompetenz; Auswertung; Decision-making; Entscheidungsfindung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Umweltbildung; Umwelterziehung; Umweltpädagogik; Evidenz; Lernaktivität; Gültigkeit
Abstract	People are regularly confronted with environmental and science-related issues presented to them in newspapers, on television, or even in their own doctor's office. Often the information they use to inform their decisions on matters of science may be ambiguous and contradictory. This article presents an activity that investigates how students deal with ambiguity in scientific data and whether they use such information to make decisions. The activity connects to the Next Generation Science Standards (NGSS Lead States 2013) practices of analyzing and interpreting data (Practice 4); engaging in argument from evidence (Practice 7); and obtaining, evaluating, and communicating information (Practice 8). (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	2020/1/01