August 1st, 2011 | RESEARCH
This article reports on a study that reveals some of the complexities of supporting children's understandings of scientific argumentation. The paper could be useful for ISE educators seeking to incorporate scientific argumentation processes and skills into their programs for middle-school-aged children. Specifically, the article notes the benefits of context-specific (rather than generic) prompts and questions, and the need for ongoing professional development to support teachers in encouraging scientific argumentation.
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Team Members
Fan Kong, Author, ExploratoriumRelated URLs
Tags
Audience: Educators | Teachers | Evaluators | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Chemistry | Education and learning science
Resource Type: Research Brief