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

研究成果: Conference contribution

抄録

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.

本文言語English
ホスト出版物のタイトル10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings
ページ41-48
ページ数8
2
出版ステータスPublished - 2012
外部発表はい
イベント10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Sydney, NSW, Australia
継続期間: 2012 7 22012 7 6

Other

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

ASJC Scopus subject areas

  • コンピュータ サイエンス(その他)
  • 教育

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