August 1st, 2011 | RESEARCH
In this study, researchers investigated how student-generated questions could operate to advance scientific argumentation and understanding in a middle school classroom by illuminating prior knowledge, highlighting inconsistencies, and identifying and evaluating evidence, among other things. This article might be relevant to ISE educators who use or want to use student questioning to advance students' scientific reasoning in structured educational programs.
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Team Members
Bronwyn Bevan, Author, ExploratoriumRelated URLs
Tags
Audience: Educators | Teachers | Evaluators | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Research Brief