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ERIC Number: EJ853257
Record Type: Journal
Publication Date: 2009-Sep
Pages: 8
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0887-2376
Promoting and Supporting Scientific Argumentation in the Classroom: The Evaluate-Alternatives Instructional Model
Sampson, Victor; Grooms, Jonathon
Science Scope, v33 n1 p66-73 Sep 2009
This article describes an instructional model that science teachers can use to promote and support student engagement in scientific argumentation. This model is called the evaluate-alternatives instructional model and it is grounded in current research on argumentation in science education (e.g., Berland and Reiser 2009; McNeill and Krajcik 2006; Osborne, Erduran, and Simon 2004; Sampson and Clark 2009; Sandoval and Reiser 2004). To illustrate how this model works inside the classroom, a lesson that was developed for an eighth-grade integrated science course is described. This lesson was designed to help students understand the transfer of energy and develop the abilities to do scientific inquiry. (Contains 7 figures.)
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: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A