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. A fifth-grade classroom example from a unit on the human body serves as an example to portray how argumentation can be integrated into science classrooms.
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1 April 2014
Arguing Like a Scientist: Engaging Students in Core Scientific Practices
Ying-chih Chen,
Joshua Steenhoek
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The American Biology Teacher
Vol. 76 • No. 4
April 2014
Vol. 76 • No. 4
April 2014
argumentation
argument-based inquiry
human body system
nature of science
negotiation model
scientific practice.