Engaging Students in the Scientific Practices of Explanation and Argumentation

Autor/inn/en	Reiser, Brian J.; Berland, Leema K.; Kenyon, Lisa
Titel	Engaging Students in the Scientific Practices of Explanation and Argumentation
Quelle	In: Science Teacher, 79 (2012) 4, S.34-39 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Thinking Skills; Elementary School Science; Secondary School Science; Science Education; Scientific Concepts; Evidence; Science Process Skills; Problem Solving; Persuasive Discourse; Information Dissemination; Criticism; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Naturwissenschaftliche Bildung; Evidenz; Problemlösen; Persuasion; Persuasive Kommunikation; Informationsverbreitung; Kritik
Abstract	"A Framework for K-12 Science Education" identifies eight science and engineering practices for K-12 classrooms. These practices, along with core ideas and crosscutting concepts, define the nation's learning goals for science. An important advance from earlier standards (AAAS 1993, NRC 1996), these practices are clearly identified "not" as separate learning goals that define what students should know "about" the process of science. Instead, the scientific practices identify the reasoning behind, discourse about, and application of the core ideas in science. The practices outlined in the framework are: (1) Asking questions and defining problems; (2) Developing and using models; (3) Planning and carrying out investigations; (4) Analyzing and interpreting data; (5) Using mathematics and computational thinking; (6) Constructing explanations and designing solutions; (7) Engaging in argument from evidence; and (8) Obtaining, evaluating, and communicating information. In this article, the authors examine the sixth and seventh practices concerning explanation and argumentation, respectively. The two practices depend on each other: For students to practice explanation construction, they must also engage in argumentation. The authors first define argumentation and explanation individually and then explore their relationship in classroom examples. (Contains 1 figure.) (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