Research on critique and argumentation from the technology enhanced learning in science center

Douglas B. Clark*, Victor Sampson, Hsin Yi Chang, Helen Zhang, Erika D. Tate, Beat Schwendimann

*此作品的通信作者

研究成果: 書貢獻/報告類型篇章

8 引文 斯高帕斯(Scopus)

摘要

Technology Enhanced Learning in Science Center (TELS) received funding from the U.S. National Science Foundation to investigate approaches for improving learning and instruction in science classes for students in grades 6-12 with a focus on the role that information technology can play. The knowledge integration framework informs the design of TELS curricula in terms of supporting students in (1) eliciting ideas, (2) adding ideas, (3) developing criteria for evaluating ideas, and (4) sorting and connecting ideas based on those criteria. Critique, argument construction, and argumentation represent central TELS research foci for supporting those foci. This chapter provides an overview of that research. More specifically, this chapter synthesizes research on the role of critique in students' experimentation skills, the manner in which students warrant ideas in their explanations and arguments, approaches for supporting students in critique and argumentation, approaches for supporting students in revising their explanations and arguments, designs to optimize dialogic argumentation, and approaches for analyzing students' critique and argumentation.

原文英語
主出版物標題Perspectives on Scientific Argumentation
主出版物子標題Theory, Practice and Research
發行者Springer Netherlands
頁面157-199
頁數43
9789400724709
ISBN(電子)9789400724709
ISBN(列印)9400724691, 9789400724693
DOIs
出版狀態已發佈 - 2012 一月 1
對外發佈

ASJC Scopus subject areas

  • 社會科學 (全部)

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