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1 April 2014 Arguing Like a Scientist: Engaging Students in Core Scientific Practices
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Abstract

Argumentation is now seen as a core practice for helping students engage with the construction and critique of scientific ideas and for making students scientifically literate. This article demonstrates a negotiation model to show how argumentation can be a vehicle to drive students to learn science's big ideas. The model has six phases: creating a testable question, conducting an investigation cooperatively, constructing an argument in groups, negotiating arguments publicly, consulting the experts, and writing and reflecting individually. A fifth-grade classroom example from a unit on the human body serves as an example to portray how argumentation can be integrated into science classrooms.

©2014 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.
Ying-chih Chen and Joshua Steenhoek "Arguing Like a Scientist: Engaging Students in Core Scientific Practices," The American Biology Teacher 76(4), 231-237, (1 April 2014). https://doi.org/10.1525/abt.2014.76.4.3
Published: 1 April 2014
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