NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ863754
Record Type: Journal
Publication Date: 2009-Oct
Pages: 8
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-0002-7685
Argument-Driven Inquiry to Promote the Understanding of Important Concepts & Practices in Biology
Sampson, Victor; Gleim, Leeanne
American Biology Teacher, v71 n8 p465-472 Oct 2009
Inquiry is an integral part of the teaching and learning of science. However, many science teachers are unsure of how to promote and support inquiry in the classroom or how to design lessons that engage students in inquiry in a way that improves students' understanding of important concepts and practices in biology. In this article, the authors describe an instructional model called Argument-Driven Inquiry (ADI) that enables biology teachers to integrate inquiry-based laboratory experiences in biology with other school subjects, such as reading and writing, in a way that promotes and supports learning. It also provides biology teachers with a way to help students develop important habits of mind and critical thinking skills by emphasizing the important role argumentation plays in the generation and validation of scientific knowledge. (Contains 4 figures.)
National Association of Biology Teachers. 12030 Sunrise Valley Drive # 110, Reston, VA 20191. Tel: 800-406-0775; Tel: 703-264-9696; Fax: 703-264-7778; e-mail:; Web site:
Publication Type: Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A