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Research Brief

Developing argumentation skills through framing discussions

January 1, 2015 | Professional Development, Conferences, and Networks, Informal/Formal Connections
The new standards posit that “scientific argumentation,” in which students use data to argue from evidence, is a key practice for student science learning. However, a mismatch in expectations about the purpose of classroom discussions can inhibit productive forms of argumentation. Berland and Hammer compare forms of class discussions to identify how best to support students’ engagement in argumentation.

TEAM MEMBERS

  • Tammy Cook-Endres
    Author
    Exploratorium
  • Citation

    Resource Type: Research Products
    Discipline: General STEM | Nature of science
    Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals | Learning Researchers
    Environment Type: Professional Development, Conferences, and Networks | Professional Development and Workshops | Informal/Formal Connections | K-12 Programs

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