January 1st, 2013 | RESEARCH
This paper focuses on the ways students can construct scientific explanations and arguments as part of scientific inquiry. Berland and Reiser synthesize understandings from philosophy, science, and logic in order to interpret students’ arguments during a unit on invasive species in the Great Lakes.
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Team Members
Savannah Benally, Author, University of WashingtonKerri Wingert, Author, University of Washington
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Audience: Educators | Teachers | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Education and learning science | General STEM | Nature of science
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Public Programs