January 1st, 2015 | RESEARCH
The new standards posit that “scientific argumentation,” in which students use data to argue from evidence, is a key practice for student science learning. However, a mismatch in expectations about the purpose of classroom discussions can inhibit productive forms of argumentation. Berland and Hammer compare forms of class discussions to identify how best to support students’ engagement in argumentation.
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Tammy Cook-Endres, Author, ExploratoriumRelated URLs
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Audience: Educators | Teachers | Elementary School Children (6-10) | Learning Researchers | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: General STEM | Nature of science
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Professional Development | Conferences | Networks | Professional Development and Workshops