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ERIC Number: EJ1033013
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0036-8121
Teaching Scientific Core Ideas through Immersing Students in Argument: Using Density as an Example
Chen, Ying-Chih; Lin, Jia-Ling; Chen, Yen-Ting
Science Activities: Classroom Projects and Curriculum Ideas, v51 n3 p78-88 2014
Argumentation is one of the central practices in science learning and helps deepen students' conceptual understanding. Students should learn how to communicate ideas including procedure tests, data interpretations, and investigation outcomes in verbal and written forms through argument structure. This article presents a negotiation model to show how argument can be a vehicle to drive students to learn core ideas of density. The negotiation model consists of five phases: (1) creating a testable question, (2) constructing an argument in groups, (3) critiquing arguments publicly, (4) advancing students' arguments, and (5) writing and reflecting individually.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Guides - Classroom - Teacher; Reports - Descriptive
Education Level: Grade 7
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A