Argumentation is now seen as a core practice for helping students engage with the construction and critique of scientific ideas and for making students scientifically literate. This article demonstrates a negotiation model to show how argumentation can be a vehicle to drive students to learn science’s big ideas. The model has six phases: creating a testable question, conducting an investigation cooperatively, constructing an argument in groups, negotiating arguments publicly, consulting the experts, and writing and reflecting individually. A fifth-grade classroom example from a unit on the human body serves as an example to portray how argumentation can be integrated into science classrooms.
Research Article| April 01 2014
Arguing Like a Scientist: Engaging Students in Core Scientific Practices
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The American Biology Teacher (2014) 76 (4): 231–237.
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Ying-Chih Chen, Joshua Steenhoek; Arguing Like a Scientist: Engaging Students in Core Scientific Practices. The American Biology Teacher 1 April 2014; 76 (4): 231–237. doi: https://doi.org/10.1525/abt.2014.76.4.3
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