Two Instructional Models That Teachers Can Use to Promote & Support Scientific Argumentation in the Biology Classroom

被引：5

作者：

Sampson, Victor ^{[1
,2
]}

Gerbino, Francesca ^{[1
]}

机构：

[1] Florida State Univ, Sch Teacher Educ, Tallahassee, FL 32312 USA

[2] Florida State Univ, FSU Teach Program, Tallahassee, FL 32312 USA

来源：

AMERICAN BIOLOGY TEACHER | 2010年 / 72卷 / 07期

关键词：

Argumentation; argument; instructional model; middle school; high school; SCIENCE;

D O I：

10.1525/abt.2010.72.7.7

中图分类号：

Q [生物科学];

学科分类号：

07 ; 0710 ; 09 ;

摘要：

We describe two instructional techniques that science teachers can use to promote and support scientific argumentation inside the classroom. These techniques are designed to give students an opportunity to establish or validate a claim on the basis of reasons or to propose, support, evaluate, and refine a claim as part of a group. The description of the techniques includes two example lessons and suggestions for teachers.

引用

页码：427 / 431

页数：5

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