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Tan, Michael; Koh, Teck Seng – Science Education, 2023
In considering goals for science education, it is conventional to make arguments for the utility of scientific knowledge for a variety of purposes. Less prominent are rationales based on the beauty or truth of science. In this paper, we examine how an approach to science education might be different if we shift the goals of communication to an…
Descriptors: Science Education, Classroom Communication, Knowledge Level, Evidence
Tang, Xiaowei; Levin, Daniel M.; Chumbley, Alexander K.; Elby, Andrew – Science Education, 2022
Science education researchers agree about the importance of evidence in science practices such as argumentation. Yet, disagreements and ambiguities about what counts as "evidence" in science classrooms pervade the literature. We argue that these ambiguities and disagreements can be viewed as falling along three fault lines: (i) the…
Descriptors: Science Education, Persuasive Discourse, Evidence, Educational Research
Fives, Helenrose; Huebner, Wendy; Birnbaum, Amanda S.; Nicolich, Mark – Science Education, 2014
Scientific literacy reflects "a broad and functional understanding of science for general education purposes" (DeBoer, [DeBoer, G. E., 2000], p. 594). Herein, we present the ongoing development of the Scientific Literacy Assessment (SLA), a work-in-progress measure to assess middle school students' (ages 11-14) scientific literacy.…
Descriptors: Middle School Students, Science Education, Student Motivation, Student Attitudes
Russ, Rosemary S.; Lee, Victor R.; Sherin, Bruce L. – Science Education, 2012
Researchers in the science education community make extensive use of cognitive clinical interviews as windows into student knowledge and thinking. Despite our familiarity with the interviews, there has been very limited research addressing the ways that students understand these interactions. In this work, we examine students' behaviors and speech…
Descriptors: Evidence, Cues, Student Behavior, Sociolinguistics
Ford, Michael J.; Wargo, Brian M. – Science Education, 2012
This article draws on M. M. Bakhtin's (1981) notion of dialogism to articulate what it means to understand a scientific idea. In science, understanding an idea is both conceptual and epistemic and is exhibited by an ability to use it in explanation and argumentation. Some distillation of these activities implies that dialogic understanding of a…
Descriptors: Scientific Concepts, Observation, Evidence, Persuasive Discourse
Ryu, Suna; Sandoval, William A. – Science Education, 2012
The aim of this study was to assess whether and how a sustained instructional focus on argumentation might improve children's understanding and application of key epistemic criteria for scientific arguments. These criteria include the articulation of clear, coherent causal claims, and the explicit justification of such claims with appropriate…
Descriptors: Evidence, Criteria, Persuasive Discourse, Educational Change
Lee, Yeung Chung; Grace, Marcus – Science Education, 2012
It has been argued that decision making about socioscientific issue (SSIs) necessitates informal reasoning, which involves multiperspective thinking and moral judgment. This study extends the scope of the literature concerning students' reasoning on SSIs to a cross-contextual study by comparing decisions made on avian flu by 12-13-year-old Chinese…
Descriptors: Evidence, Value Judgment, Decision Making, Comparative Analysis