ERIC Number: EJ989547
Record Type: Journal
Publication Date: 2012-Apr
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0887-2376
EISSN: N/A
Engaging Students in the Scientific Practices of Explanation and Argumentation
Reiser, Brian J.; Berland, Leema K.; Kenyon, Lisa
Science Scope, v35 n8 p6-11 Apr 2012
"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. 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. Here, the authors first define argumentation and explanation individually and then explore their relationship in classroom examples. (Contains 1 figure.)
Descriptors: Thinking Skills, Evidence, Persuasive Discourse, Elementary Secondary Education, Investigations, Science Education, Science Process Skills, Questioning Techniques, Models, Problem Solving, Mathematics, Computation
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A