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Factors Impacting Teachers' Argumentation Instruction in Their Science Classrooms
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McNeill, Katherine L.; Katsh-Singer, Rebecca; González-Howard, María; Loper, Suzanna – International Journal of Science Education, 2016
Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential for implementing argumentation in part because their beliefs about argumentation can impact whether and how this science practice is integrated into their classroom. In this study, we…
Descriptors: Persuasive Discourse, Science Instruction, Teaching Methods, Teacher Surveys
Learning in a Community of Practice: Factors Impacting English-Learning Students' Engagement in Scientific Argumentation
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González-Howard, María; McNeill, Katherine L. – Journal of Research in Science Teaching, 2016
Recent education reform efforts have included an increasing push for school science to better mirror authentic scientific endeavor, including a focus on science practices. However, despite expectations that all students engage in these language-rich practices, little prior research has focused on how such opportunities will be created for…
Descriptors: Communities of Practice, Learner Engagement, Educational Change, English (Second Language)
Exploring the Utility of Social Network Analysis for Visualizing Interactions during Argumentation Discussions
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González-Howard, María – Science Education, 2019
Supporting student engagement in science practices requires rethinking how classroom learning occurs, specifically in terms of the interactions that help students build their own knowledge. The types of student-driven exchanges fundamental to the science practice of argumentation differ greatly from traditional classroom interactions. To help…
Descriptors: Social Networks, Network Analysis, Interaction, Persuasive Discourse
Acting with Epistemic Agency: Characterizing Student Critique during Argumentation Discussions
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González-Howard, María; McNeill, Katherine L. – Science Education, 2020
The various types of interactions that students carry out when engaged in scientific argumentation function together to move forward developing ideas and support sensemaking. As such, incorporating argumentation in classroom instruction holds promise for supporting students in developing and acting with an epistemic agency, being positioned, and…
Descriptors: Persuasive Discourse, Epistemology, Criticism, Science Education
Teachers' Framing of Argumentation Goals: Working Together to Develop Individual versus Communal Understanding
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González-Howard, María; McNeill, Katherine L. – Journal of Research in Science Teaching, 2019
Abstract For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in…
Descriptors: Persuasive Discourse, Classroom Communication, Science Process Skills, Teacher Expectations of Students
"Does It Answer the Question or Is It French Fries?": An Exploration of Language Supports for Scientific Argumentation
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González-Howard, María; McNeill, Katherine L.; Marco-Bujosa, Lisa M.; Proctor, C. Patrick – International Journal of Science Education, 2017
Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning…
Descriptors: Persuasive Discourse, English Language Learners, Case Studies, Science Instruction
An Exploration of Teacher Learning from an Educative Reform-Oriented Science Curriculum: Case Studies of Teacher Curriculum Use
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Marco-Bujosa, Lisa M.; McNeill, Katherine L.; González-Howard, María; Loper, Suzanna – Journal of Research in Science Teaching, 2017
Educative curriculum materials provide teachers with authentic opportunities to learn new skills and practices. Yet, research shows teachers use curriculum in different ways for different reasons, and these modifications could undermine the learning goals of the curriculum. Little research, however, has examined the variation in teacher use of…
Descriptors: Educational Change, Science Curriculum, Case Studies, Instructional Materials
Moving beyond Pseudoargumentation: Teachers' Enactments of an Educative Science Curriculum Focused on Argumentation
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McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna – Science Education, 2017
Argumentation, a key epistemic practice in science, engages students in socially constructing knowledge claims using evidence. However, teachers need support in integrating argumentation into classroom instruction. We examined teachers' enactments of an educative science curriculum and their curricular decision making for argumentation. Ten middle…
Descriptors: Science Teachers, Science Curriculum, Persuasive Discourse, Epistemology
Pedagogical Content Knowledge of Argumentation: Using Classroom Contexts to Assess High-Quality PCK Rather than Pseudoargumentation
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McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna – Journal of Research in Science Teaching, 2016
Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive…
Descriptors: Pedagogical Content Knowledge, Persuasive Discourse, Middle School Teachers, Science Teachers
Understanding Student Use of Epistemic Criteria in Engineering Design Contexts
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Baze, Christina; González-Howard, María; Sampson, Vic; Fenech, Mic; Crawford, Rich; Hutner, Todd; Chu, Lawrence; Hamilton, Xiaofen – Science Education, 2023
Recent trends have shifted the focus of science, technology, engineering, and mathematics (STEM) education onto practice-based learning, to encourage opportunities for students to engage in science and engineering practices (SEPs) with the goal of more meaningful participation and engagement in authentic STEM experiences for all students. However,…
Descriptors: Engineering, Design, STEM Education, Middle School Students
Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program
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Edelson, Daniel C.; Reiser, Brian J.; McNeill, Katherine L.; Mohan, Audrey; Novak, Michael; Mohan, Lindsey; Affolter, Renee; McGill, Tara A. W.; Buck Bracey, Zoë E.; Deutch Noll, Jamie; Kowalski, Susan M.; Novak, Dawn; Lo, Abraham S.; Landel, Carolyn; Krumm, Andrew; Penuel, William R.; Van Horne, Katie; González-Howard, María; Suárez, Enrique – Journal of Science Teacher Education, 2021
OpenSciEd is an ambitious effort to implement the vision of the "Framework for K-12 Science Education" and the "Next Generation Science Standards" broadly across the United States. The premise of OpenSciEd is that high quality instructional materials can play a critical role in transforming science teaching and learning at a…
Descriptors: Curriculum Development, Evidence Based Practice, Instructional Materials, Educational Change
The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific Argumentation
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Loper, Suzanna; McNeill, Katherine L.; González-Howard, María; Marco-Bujosa, Lisa M.; O'Dwyer, Laura M. – Technology, Pedagogy and Education, 2019
Recent reform efforts in science education include a focus on science practices. Teachers require support in integrating these practices into instruction. Multimedia educative curriculum materials (MECMs), digital materials explicitly designed to support teacher learning, offer one potential resource for this critical need. Consequently, the…
Descriptors: Multimedia Materials, Instructional Materials, Persuasive Discourse, Video Technology