Gathering evidence of scientific argumentation practices: From pre-kindergarten to high school

Tiffany R. Lee, Hiroki Oura, Giovanna Scalone, Kari Shutt, John Bransford, Andrew Shouse, Katie Van Horne, Nancy Vye, Maureen Munn, Randy Knuth, Philip Bell

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The purpose of this symposium is to explore students' scientific argumentation practices in relation to the recently released Framework for K-12 Science Education (NRC, 2011) in the United States. We will present data from four research efforts on pre-kindergarten, upper elementary school, and high school students' science learning in classroom settings, followed by a reflective presentation by a discussant. Given that our work spans multiple grade levels of formal school instruction, we will discuss our observations across these groups of students while mapping to the goals and suggested progression of argumentation practices described in the NRC framework.

Original languageEnglish
Title of host publication10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings
Pages41-48
Number of pages8
Volume2
Publication statusPublished - 2012
Externally publishedYes
Event10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Sydney, NSW, Australia
Duration: 2012 Jul 22012 Jul 6

Other

Other10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012
CountryAustralia
CitySydney, NSW
Period12/7/212/7/6

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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    Lee, T. R., Oura, H., Scalone, G., Shutt, K., Bransford, J., Shouse, A., Van Horne, K., Vye, N., Munn, M., Knuth, R., & Bell, P. (2012). Gathering evidence of scientific argumentation practices: From pre-kindergarten to high school. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (Vol. 2, pp. 41-48)