SCOPE Engaging Students in the Scientific Practices of Explanation and Argumentation Understanding
نویسندگان
چکیده
A Framework for K–12 Science Education identifies eight science and engineering practices for K–12 classrooms. These practices, along with core ideas and crosscutting concepts, define our nation’s learning goals for science. An important advance from earlier standards (AAAS 1993, NRC 1996), these practices are clearly identified not as separate learning goals that define what students should know about the process of science. Instead, the scientific practices identify the reasoning behind, discourse about, and application of the core ideas in science.
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Making Sense of Argumentation and Explanation
Constructing scientific explanations and participating in argumentative discourse are seen as essential practices of scientific inquiry (e.g., R. Driver, P. Newton, & J. Osborne, 2000). In this paper, we identify three goals of engaging in these related scientific practices: (1) sensemaking, (2) articulating, and (3) persuading. We propose using these goals to understand student engagement with...
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