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Title: Gathering Evidence of Scientific Argumentation Practices: From Pre-Kindergarten to High School
Authors: Lee, Tiffany
Oura, Hiroki
Scalone, Giovanna
Shutt, Kari
Bransford, John
Shouse, Andrew
Van Horne, Katie
Vye, Nancy
Munn, Maureen
Knuth, Randy
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Lee, T., Oura, H., Scalone, G., Shutt, K., Bransford, J., Shouse, A., Van Horne, K., Vye, N., Munn, M., & Knuth, R. (2012). Gathering Evidence of Scientific Argumentation Practices: From Pre-Kindergarten to High School. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 41-48). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: The purpose of this symposium is to explore students' scientific argumentation practices in relation to the recently released Framework for K-12 Science Education (NRC, 2011) in the United States. We will present data from four research efforts on pre- kindergarten, upper elementary school, and high school students' science learning in classroom settings, followed by a reflective presentation by a discussant. Given that our work spans multiple grade levels of formal school instruction, we will discuss our observations across these groups of students while mapping to the goals and suggested progression of argumentation practices described in the NRC framework.
Appears in Collections:ICLS 2012

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