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ERIC Number: EJ1046077
Record Type: Journal
Publication Date: 2014-Jan
Pages: 7
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0036-8555
Beyond "My Opinion versus Yours"
Chowning, Jeanne Ting; Griswold, Joan
Science Teacher, v81 n1 p39-45 Jan 2014
The "Next Generation Science Standards" (NGSS Lead States 20103) identify evidence-based argumentation as a key practice in science education. This argumentation comes in many forms, each providing a unique theoretical perspective and area of educational research. Argumentation can help model aspects of scientific culture and communities; engage students in the language and norms of science; develop critical-reasoning and justification skills; and coordinate evidence and theory in the science classroom. An important form of argumentation involves justifying a position on a socio-scientific topic. Socio-scientific issues (SSI) can help students understand how science is situated in, and influenced by, social contexts. Such issues are often controversial; involve competing views; and draw from fields as diverse as biology, ethics, sociology, economics, politics, and law. SSI instruction often uses complex, real-world case studies that don't have easy answers. In this article, the authors highlight an activities-based curriculum designed to foster socio-scientific argumentation. They also discuss the particular importance of ethical considerations and stakeholder viewpoints in socio-scientific arguments.
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 - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
IES Grant or Contract Numbers: R25OD011138