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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
Wallace, Carolyn S.; Brooks, Lori – Science Education, 2015
Lack of time for teaching science in traditional classroom placements in the United States has led some science teacher educators to provide practice teaching time for elementary education students in informal science settings. The purposes of this study were to describe the culture of one science methods course taught in conjunction with a K-7…
Descriptors: Science Education, Teacher Educators, Elementary School Science, Methods Courses
