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Direct linkE. Michael Nussbaum; Michael S. Van Winkle; Lixian Tian; LeAnn G. Putney; Margarita Huerta; Harsha N. Perera; Ian J. Dove; Alicia N. Herrera; Kristoffer R. Carroll – Science Education, 2024
Critiquing arguments is important for K-12 science students to learn but not emphasized by the predominant claim-evidence-reasoning (CER) argumentation model. Drawing on the work of Yu and Zenker (2020), and Dove and Nussbaum (2018), we developed a tool for supplementing CER with critical questions (CQs) from philosophy that cover most, if not…
Descriptors: Science Instruction, Middle School Students, Elementary School Science, Criticism
Pamela S. Lottero-Perdue; Heidi L. Masters; Jamie N. Mikeska; Meredith Thompson; Meredith Park Rogers; Dionne Cross Francis – Science Education, 2024
Engaging children in argumentation-focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching…
Descriptors: Elementary School Teachers, Preservice Teachers, Discussion (Teaching Technique), Persuasive Discourse
