Secondary school students typically believe that scientific inquiry begins with a direct observation of the natural world and that scientific laws and theories become apparent from these observations. In reality, observation provides only highly inferential access to knowledge, and all scientific knowledge, including the seemingly simple ideas, is hard-won. The purpose of this chapter is to show how student understanding of science concepts can be enhanced through concerted attention to interpretation and argumentation, which are at the core of scientific inquiry.
Details
Type Book ChapterPub Date 1/1/2008Stock # PB216X_8