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Full-Text Articles in Higher Education
Scientific Argumentation As A Foundation For The Design Of Inquiry-Based Science Instruction, A. Falk, L. Brodsky
Scientific Argumentation As A Foundation For The Design Of Inquiry-Based Science Instruction, A. Falk, L. Brodsky
Journal of Mathematics and Science: Collaborative Explorations
Despite the attention that inquiry has received in science education research and policy, a coherent means for implementing inquiry in the classroom has been missing [1]. In recent research, scientific argumentation has received increasing attention for its role in science and in science education [2]. In this article, we propose that organizing a unit of instruction around building a scientific argument can bring inquiry practices together in the classroom in a coherent way. We outline a framework for argumentation, focusing on arguments that are central to science—arguments for the best explanation. We then use this framework as the basis for …
Grappling With Issues Of Learning Science From Everyday Experiences: An Illustrative Case Study, A.-L. Tan, M. Kim, F. Talaue
Grappling With Issues Of Learning Science From Everyday Experiences: An Illustrative Case Study, A.-L. Tan, M. Kim, F. Talaue
Journal of Mathematics and Science: Collaborative Explorations
There are different perceptions among researchers with regard to the infusion of everyday experience in the teaching of science: 1) it hinders the learning of science concepts; or, 2) it increases the participation and motivation of students in science learning. This article attempts to contemplate those different perspectives of everyday knowledge in science classrooms by using everyday contexts to teach grade 3 science in Singapore. In this study, two groups of grade 3 students were presented with a scenario that required them to apply the concept of properties of materials to design a shoe. Subsequently, the transcripts of classroom discussions …