Full metadata

Title
Arguing Like a Scientist: Engaging Students in Core Scientific Practices
Description

Argumentation is now seen as a core practice for helping students engage with the construction and critique of scientific ideas and for making students scientifically literate. This article demonstrates a negotiation model to show how argumentation can be a vehicle to drive students to learn science’s big ideas. The model has six phases: creating a testable question, conducting an investigation cooperatively, constructing an argument in groups, negotiating arguments publicly, consulting the experts, and writing and reflecting individually. A fifth-grade classroom example from a unit on the human body serves as an example to portray how argumentation can be integrated into science classrooms.

Date Created
2014-04-01
Contributors
Resource Type
Text
Extent
7 pages
Language
eng
Copyright Statement
In Copyright
Primary Member of
ASU Scholarship Showcase
Identifier
Digital object identifier: 10.1525/abt.2014.76.4.3
International standard serial number
1938-4211
Peer-reviewed
No
Open Access
No
Series
AMERICAN BIOLOGY TEACHER
Handle
https://hdl.handle.net/2286/R.I.27176
Preferred Citation

Chen, Ying-Chih, & Steenhoek, Joshua (2014). Arguing Like a Scientist: Engaging Students in Core Scientific Practices. AMERICAN BIOLOGY TEACHER, 76(4), 231-237. http://dx.doi.org/10.1525/abt.2014.76.4.3

Level of coding
minimal
Cataloging Standards
asu1
Note
Published as Chen, Ying-Chih, & Steenhoek, Joshua (2014). Arguing Like a Scientist: Engaging Students in Core Scientific Practices. AMERICAN BIOLOGY TEACHER, 76(4), 231-237. http://dx.doi.org/10.1525/abt.2014.76.4.3 © 2014 by the Regents of the University of California. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U. S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by the Regents of the University of California for libraries and other users, provided that they are registered with and pay the specified fee via Rightslink® on JSTOR (http://www.jstor.org/r/ucal) or directly with the Copyright Clearance Center, http://www.copyright.com.
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