NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ944038
Record Type: Journal
Publication Date: 2011-Sep
Pages: 7
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-0887-2376
Fostering Argumentation Skills: Doing What Real Scientists Really Do
Llewellyn, Douglas; Rajesh, Hema
Science Scope, v35 n1 p22-28 Sep 2011
Elementary and middle school teachers often provide students with hands-on activities or even inquiry-based investigations that emphasize science process skills such as observing, classifying, identifying and controlling variables, hypothesizing, experimenting, and collecting and analyzing data. These activities and investigations are frequently accompanied by the teacher saying, "Wow, now you're acting like a scientist." Unfortunately, this type of comment often reinforces the misconception that the "scientific method" is the Holy Grail with which experts investigate the natural world. Without a realistic perception of the work of real scientists, there may be little hope of achieving national scientific literacy. The purpose of this article therefore is threefold: (1) to illustrate how scientific argumentation paints a more accurate picture of the work that scientists really do and, more importantly, (2) to demonstrate how teachers can foster argument-based science inquiries where students generate arguments to support their claims using relative and supportive evidence, and (3) to show how students can use scientific reasoning skills to analyze and communicate the findings of their investigations. (Contains 7 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A