August 1st, 2011 | RESEARCH
Explanation and argument are often confused or blended in science education literature and policy documents, a problem the authors have noticed and attempted to address in this paper. The authors believe that distinguishing between the two is important for educators so that students are taught to accurately construct their own explanations and arguments and identify them in others, as both are abilities necessary for the creation and justification of new science knowledge. The authors describe the features of explanation and argument, the differences between them, and where they overlap.
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Suzanne Perin, Author, University of WashingtonRelated URLs
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Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: Education and learning science | Social science and psychology
Resource Type: Research Brief