Scientific Argumentation in Biology - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Scientific Argumentation in Biology write by Victor Sampson. This book was released on 2013. Scientific Argumentation in Biology available in PDF, EPUB and Kindle. Develop your high school students' understanding of argumentation and evidence-based reasoning with this comprehensive book. Like three guides in one 'Scientific Argumentation in Biology' combines theory, practice, and biology content.
Argumentation in Science Education
Argumentation in Science Education - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Argumentation in Science Education write by Sibel Erduran. This book was released on 2007-12-06. Argumentation in Science Education available in PDF, EPUB and Kindle. Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.
Argument-driven Inquiry in Biology
Argument-driven Inquiry in Biology - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Argument-driven Inquiry in Biology write by Victor Sampson. This book was released on 2014-04-01. Argument-driven Inquiry in Biology available in PDF, EPUB and Kindle. Are you interested in using argument-driven inquiry for high school lab instruction but just aren't sure how to do it? You aren't alone. This book will provide you with both the information and instructional materials you need to start using this method right away. Argument-Driven Inquiry in Biology is a one-stop source of expertise, advice, and investigations. The book is broken into two basic parts: 1. An introduction to the stages of argument-driven inquiry-- from question identification, data analysis, and argument development and evaluation to double-blind peer review and report revision. 2. A well-organized series of 27 field-tested labs that cover molecules and organisms, ecosystems, heredity, and biological evolution. The investigations are designed to be more authentic scientific experiences than traditional laboratory activities. They give your students an opportunity to design their own methods, develop models, collect and analyze data, generate arguments, and critique claims and evidence. Because the authors are veteran teachers, they designed Argument-Driven Inquiry in Biology to be easy to use and aligned with today's standards. The labs include reproducible student pages and teacher notes. The investigations will help your students learn the core ideas, crosscutting concepts, and scientific practices found in the Next Generation Science Standards. In addition, they offer ways for students to develop the disciplinary skills outlined in the Common Core State Standards. Many of today's teachers-- like you-- want to find new ways to engage students in scientific practices and help students learn more from lab activities. Argument-Driven Inquiry in Biology does all of this even as it gives students the chance to practice reading, writing, speaking, and using math in the context of science.
Invasion Biology
Invasion Biology - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Invasion Biology write by Jonathan M Jeschke. This book was released on 2018-04-25. Invasion Biology available in PDF, EPUB and Kindle. There are many hypotheses describing the interactions involved in biological invasions, but it is largely unknown whether they are backed up by empirical evidence. This book fills that gap by developing a tool for assessing research hypotheses and applying it to twelve invasion hypotheses, using the hierarchy-of-hypotheses (HoH) approach, and mapping the connections between theory and evidence. In Part 1, an overview chapter of invasion biology is followed by an introduction to the HoH approach and short chapters by science theorists and philosophers who comment on the approach. Part 2 outlines the invasion hypotheses and their interrelationships. These include biotic resistance and island susceptibility hypotheses, disturbance hypothesis, invasional meltdown hypothesis, enemy release hypothesis, evolution of increased competitive ability and shifting defence hypotheses, tens rule, phenotypic plasticity hypothesis, Darwin's naturalization and limiting similarity hypotheses and the propagule pressure hypothesis. Part 3 provides a synthesis and suggests future directions for invasion research.
Students Talking, Writing, and Arguing to Learn Through Modeling in a High School Biology Classroom
Students Talking, Writing, and Arguing to Learn Through Modeling in a High School Biology Classroom - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Students Talking, Writing, and Arguing to Learn Through Modeling in a High School Biology Classroom write by Katherine Michelle St. Clair Misar. This book was released on 2022. Students Talking, Writing, and Arguing to Learn Through Modeling in a High School Biology Classroom available in PDF, EPUB and Kindle. Written scientific argumentation is a common practice among scientists, yet it is relatively absent from science K-12 classrooms (Applebee & Langer, 2013). However, recent research shows that opportunities to engage in collaborative discourse and argumentation provide students enhanced conceptual understanding and reasoning. Since one of the hallmarks of doing science is learning critical and rational skepticism, opportunities to develop the ability to argue scientifically appear to be an essential feature of a successful classroom (Osborne, 2010). What does this approach look like in a high school science classroom? How do students respond to and take up such practices in their talk and writing? This dissertation examines how high school students learn to construct and evaluate evidence as well as “do” science during an ecology unit in an accelerated biology class taught by a highly regarded teacher. The teacher’s approach was grounded in the assumption that students learn through modeling to understand scientific content knowledge and practices while engaging in inquiry. Specifically, this study explored how the teacher supported her students using talk, writing, and arguing to learn for reflective analysis during an ecology unit. This specific unit required the construction of mathematical charts and graphs to better understand a multi-day lab demonstration project on interspecific and intraspecific competition among two species of Paramecia. Teaching and learning of scientific argumentation are framed as a construction of academic literacies (Lea & Street, 1998), that are an emphasis on describing the literacy practices within disciplinary fields (biology) and how those literacy practices might be acquired. So conceptualized, researching the acquisition and development of academic literacies focus on describing how students are socialized into the community’s practices including its literacy practices. Research methodology was grounded in microethnographic discourse analysis of intercontextuality, intertextuality, epistemic levels of evidence construction, conversation functions in classroom discourse, and argumentative move analysis. Data included classroom discourse and students’ informal descriptive and comparative writing, as well as formal argumentative writing. Students’ writing was examined for connections to classroom events (intercontextuality), to graphs and previous written work (intertextuality), for epistemic levels of evidence construction, and argumentative moves. This work builds on previous studies of teaching and learning scientific argumentation that considered the epistemic practices in scientific argumentation (Kelly & Takao, 2002; Manz, 2012; Manz, 2015). Using epistemic levels of evidence construction, I examined how the teacher facilitated conversations about making scientific arguments and constructing evidence in increased levels of abstraction from noticings and public attributes to making experimental claims and facts (Manz & Renga, 2017). Students developed their argumentative writing through practicing claims, incorporating more epistemic levels of evidence construction over time, and toward the end of the project warranting their evidence. Theoretically, this dissertation supports and extends the uses of an academic literacies and social construction lenses to understand the complexities of teaching epistemic practices of evidence construction in classroom discussions and students’ using the same practices in their writing. An academic literacies framework has the possibility of making science classrooms more equitable learning environments through dialogic learning processes.
