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Argumentation is now seen as a core practice for helping students engage with the construction and critique of scientific ideas and for making students scientifically literate. This article demonstrates a

Argumentation is now seen as a core practice for helping students engage with the construction and critique of scientific ideas and for making students scientifically literate. This article demonstrates a negotiation model to show how argumentation can be a vehicle to drive students to learn science’s big ideas. The model has six phases: creating a testable question, conducting an investigation cooperatively, constructing an argument in groups, negotiating arguments publicly, consulting the experts, and writing and reflecting individually.

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Date Created
  • 2014-04-01
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  • Text
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    Identifier
    • Digital object identifier: 10.1525/abt.2014.76.4.3
    • Identifier Type
      International standard serial number
      Identifier Value
      1938-4211
    Note
    • Published as Chen, Ying-Chih, & Steenhoek, Joshua (2014). Arguing Like a Scientist: Engaging Students in Core Scientific Practices. AMERICAN BIOLOGY TEACHER, 76(4), 231-237. http://dx.doi.org/10.1525/abt.2014.76.4.3, opens in a new window © 2014 by the Regents of the University of California. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U. S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by the Regents of the University of California for libraries and other users, provided that they are registered with and pay the specified fee via Rightslink® on JSTOR (http://www.jstor.org/r/ucal), opens in a new window or directly with the Copyright Clearance Center, http://www.copyright.com, opens in a new window.

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    Chen, Ying-Chih, & Steenhoek, Joshua (2014). Arguing Like a Scientist: Engaging Students in Core Scientific Practices. AMERICAN BIOLOGY TEACHER, 76(4), 231-237. http://dx.doi.org/10.1525/abt.2014.76.4.3

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