ERIC Number: EJ1046113
Record Type: Journal
Publication Date: 2013-Jul
Reference Count: 10
What's the Alternative?
Lombardi, Doug; Sibley, Bret; Carroll, Kristoffer
Science Teacher, v80 n5 p 50-55 Jul 2013
Scientifically literate citizens need to understand how scientists evaluate competing explanations. Likewise, students must learn to critically evaluate the quality of scientific knowledge and weigh alternative explanations. Regrettably, high school graduates often are not critically evaluative about scientific topics. To help remedy that, this article presents an instruction scaffold--called a model-evidence link (MEL) diagram--designed to promote students' ability to critically evaluate scientific arguments and deepen their understanding of fundamental science concepts. First, however, a discussion of the role of critical evaluation in promoting argumentation in the science classroom is provided.
Descriptors: Fundamental Concepts, Scientific Concepts, Scientific Literacy, Evaluative Thinking, Thinking Skills, Evidence, Persuasive Discourse, Science Process Skills, Models, Educational Practices, Visual Aids, Demonstrations (Educational), State Standards, High School Students, Secondary School Science, Inferences, Scientific and Technical Information
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Authoring Institution: N/A