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

Victor Sampson; Francesca Gerbino

doi:10.1525/abt.2010.72.7.7

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1 September 2010 Two Instructional Models That Teachers Can use to Promote & Support Scientific Argumentation in the Biology Classroom

Victor Sampson, Francesca Gerbino

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The American Biology Teacher, 72(7):427-431 (2010). https://doi.org/10.1525/abt.2010.72.7.7

Abstract

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.

© 2010 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.

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Victor Sampson and Francesca Gerbino "Two Instructional Models That Teachers Can use to Promote & Support Scientific Argumentation in the Biology Classroom," The American Biology Teacher 72(7), 427-431, (1 September 2010). https://doi.org/10.1525/abt.2010.72.7.7

Published: 1 September 2010

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