5th article for the K-12 Framework

This is the 5th article in a series of monthly installments, helping teachers understand the K-12 Framework for Science being introduced. This month the authors are addressing the sixth and ... See More

This is the 5th article in a series of monthly installments, helping teachers understand the K-12 Framework for Science being introduced. This month the authors are addressing the sixth and seventh practices concerning explanation and argumentation. They begin by defining argumentation and explanation individually. Next they give classroom examples to illustrate what they are stating. They give four examples; Example 1-Arguing for Predictions Strengthens Explanations, Example 2-Reconciling Competing Explanations, Example 3-Building consensus from multiple contributions, and Example 4-Critique leads to clarified explanations. In each example students dialogue is included in the modeling provided by the authors to illustrate what they are meaning. The final part of the article is their conclusions about the processes and practices that were employed to produce the learning goal. This article was excellent and should be read by all science teachers that are wishing to improve their teaching techniques.

5th article in series about the K-12 Framework

This is the 5th article in a series of monthly installments, helping teachers understand the K-12 Framework for Science being introduced. This month, the authors are addressing the sixth and... See More

This is the 5th article in a series of monthly installments, helping teachers understand the K-12 Framework for Science being introduced. This month, the authors are addressing the sixth and seventh practices concerning explanation and argumentation. They begin by defining argumentation and explanation individually. Next they give classroom examples to illustrate what they are stating. They give four examples; Example 1-Arguing for Predictions Strengthens Explanations, Example 2-Reconciling Competing Explanations, Example 3-Building consensus from multiple contributions, and Example 4-Critique leads to clarified explanations. In each example students dialogue is included in the modeling provided by the authors to illustrate what they are meaning. The final part of the article is their conclusions about the processes and practices were employed to produce the learning goal. This article was excellent and should be read by all science teachers that are wishing to improve their teaching techniques.