Supporting student construction and defense of scientific explanations

January 1, 2013 | Public Programs, Informal/Formal Connections

This paper focuses on the ways students can construct scientific explanations and arguments as part of scientific inquiry. Berland and Reiser synthesize understandings from philosophy, science, and logic in order to interpret students’ arguments during a unit on invasive species in the Great Lakes.

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Savannah Benally

Author

University of Washington

Kerri Wingert

Author

University of Washington

Citation

Resource Type: Research Brief

Discipline: Education and learning science | General STEM | Nature of science

Audience: Middle School Children (11-13) | Educators/Teachers | Museum/ISE Professionals

Environment Type: Public Programs | Informal/Formal Connections | K-12 Programs

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