Engaging Students in the Scientific Practices of Explanation and Argumentationby: Brian J. Reiser, Leema K. Berland, and Lisa Kenyon

Journal ArticleDigital resources are stored online in your NSTA Library.

This article examines the sixth and seventh practices concerning explanation and argumentation, found in A Framework for K–12 Science Education.

Grades
  • High
Publication Date
4/1/2012

Community ActivitySaved in 515 Libraries

Reviews (3)
  • on Thu Apr 26, 2012 8:19 PM

A mentor teacher once told me that I had I needed to spend more time listening to my student's explanations. This article, the 5th in a series of monthly installment on the K-12 Framework demonstrates with examples why this is so important. Explanation connects theory with observation and allows students to deepen their understanding. Excellent examples are given on how to use explanation to deepen students understanding and to support their own creation of meaning.

Pamela A
Pamela A

  • on Sun Apr 08, 2012 9:13 PM

This is the 5th article in a series of monthly installments, helping teachers understand the K-12 Framework for Science being introduced. This month the authors are addressing the sixth and seventh practices concerning explanation and argumentation. They begin by defining argumentation and explanation individually. Next they give classroom examples to illustrate what they are stating. They give four examples; Example 1-Arguing for Predictions Strengthens Explanations, Example 2-Reconciling Competing Explanations, Example 3-Building consensus from multiple contributions, and Example 4-Critique leads to clarified explanations. In each example students dialogue is included in the modeling provided by the authors to illustrate what they are meaning. The final part of the article is their conclusions about the processes and practices that were employed to produce the learning goal. This article was excellent and should be read by all science teachers that are wishing to improve their teaching techniques.

Sue Garcia
Sue Garcia

  • on Sun Apr 08, 2012 9:09 PM

This is the 5th article in a series of monthly installments, helping teachers understand the K-12 Framework for Science being introduced. This month, the authors are addressing the sixth and seventh practices concerning explanation and argumentation. They begin by defining argumentation and explanation individually. Next they give classroom examples to illustrate what they are stating. They give four examples; Example 1-Arguing for Predictions Strengthens Explanations, Example 2-Reconciling Competing Explanations, Example 3-Building consensus from multiple contributions, and Example 4-Critique leads to clarified explanations. In each example students dialogue is included in the modeling provided by the authors to illustrate what they are meaning. The final part of the article is their conclusions about the processes and practices were employed to produce the learning goal. This article was excellent and should be read by all science teachers that are wishing to improve their teaching techniques.

Sue Garcia
Sue Garcia


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