Few students enter community college science classrooms having experience with, or being proficient in, using evidence to explain scientific phenomena. Therefore, the authors used a claim-evidence-reasoning framework to scaffold students as they learned to construct evidence-based explanations in an introductory environmental science course at a regional community college.
Topics
ENCdl
Science as Inquiry
Details
Type Journal ArticlePub Date 7/1/2017Stock # jcst17_046_06_12Volume 046Issue 06