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ERIC Number: EJ1178098
Record Type: Journal
Publication Date: 2018-May
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
Connecting Argumentation to 5E Inquiry for Preservice Teachers
Chen, Ying-Chih; Mineweaser, Lindsey; Accetta, Danielle; Noonan, Dalton
Journal of College Science Teaching, v47 n5 p22-28 May 2018
The "Next Generation Science Standards" explicitly endorse argumentation as essential practices for K-12 science classrooms because it can concurrently engage the learners in the coordination of conceptual, epistemic, and social goals. It is important to develop students' capacities to interpret information and data to reasonable evidence and make appropriate justification to debate with peers in argumentative practice. This article introduces a series of activities progressively encompassing the concepts of argumentation and explicitly connecting argumentation to the 5E inquiry model. The activities that do not depend on any specific science content can be introduced to any teaching methods course. It is our hope that this lesson and the activities that we used can spark ideas for teachers in diverse settings. That will encourage educators to craft their own lesson to foster student understanding of argument and argumentation, application of this knowledge to specific science content, and ability to make connections to inquiry.
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: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A