by: Brian J. Reiser, Leema K. Berland, and Lisa Kenyon
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Type Journal ArticlePub Date 4/1/2012Stock # tst12_079_04_34Volume 079Issue 04
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The Why Behind It
We have to know the why behind the explination. While we can construct answers and find meaning, it is important to be able to explain the why. Science is about backing up your theories and ... See More
We have to know the why behind the explination. While we can construct answers and find meaning, it is important to be able to explain the why. Science is about backing up your theories and findings with evidence and proof....the why. This article does a great job of giving examples and well organized explinations as to why it is so important.
They MUST Tell You WHY
A mentor teacher once told me that I had I needed to spend more time listening to my student's explanations. This article, the 5th in a series of monthly installment on the K-12 Framework de... See More
A mentor teacher once told me that I had I needed to spend more time listening to my student's explanations. This article, the 5th in a series of monthly installment on the K-12 Framework demonstrates with examples why this is so important. Explanation connects theory with observation and allows students to deepen their understanding. Excellent examples are given on how to use explanation to deepen students understanding and to support their own creation of meaning.
5th article for the K-12 Framework
This is the 5th article in a series of monthly installments, helping teachers understand the K-12 Framework for Science being introduced. This month the authors are addressing the sixth and ... See More
This is the 5th article in a series of monthly installments, helping teachers understand the K-12 Framework for Science being introduced. This month the authors are addressing the sixth and seventh practices concerning explanation and argumentation. They begin by defining argumentation and explanation individually. Next they give classroom examples to illustrate what they are stating. They give four examples; Example 1-Arguing for Predictions Strengthens Explanations, Example 2-Reconciling Competing Explanations, Example 3-Building consensus from multiple contributions, and Example 4-Critique leads to clarified explanations. In each example students dialogue is included in the modeling provided by the authors to illustrate what they are meaning. The final part of the article is their conclusions about the processes and practices that were employed to produce the learning goal. This article was excellent and should be read by all science teachers that are wishing to improve their teaching techniques.
5th article in series about the K-12 Framework
This is the 5th article in a series of monthly installments, helping teachers understand the K-12 Framework for Science being introduced. This month, the authors are addressing the sixth and... See More
This is the 5th article in a series of monthly installments, helping teachers understand the K-12 Framework for Science being introduced. This month, the authors are addressing the sixth and seventh practices concerning explanation and argumentation. They begin by defining argumentation and explanation individually. Next they give classroom examples to illustrate what they are stating. They give four examples; Example 1-Arguing for Predictions Strengthens Explanations, Example 2-Reconciling Competing Explanations, Example 3-Building consensus from multiple contributions, and Example 4-Critique leads to clarified explanations. In each example students dialogue is included in the modeling provided by the authors to illustrate what they are meaning. The final part of the article is their conclusions about the processes and practices were employed to produce the learning goal. This article was excellent and should be read by all science teachers that are wishing to improve their teaching techniques.
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