Scientific Argumentation in Biology PDF Download
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Author: Victor Sampson
Publisher: NSTA Press
ISBN: 1936137275
Category : Computers
Languages : en
Pages : 426
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Book Description
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.
Author: Victor Sampson
Publisher: NSTA Press
ISBN: 1936137275
Category : Computers
Languages : en
Pages : 426
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Book Description
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.
Author: Jonathan M Jeschke
Publisher: CABI
ISBN: 1780647646
Category : Science
Languages : en
Pages : 189
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Book Description
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.
Author: Sibel Erduran
Publisher: Springer Science & Business Media
ISBN: 1402066708
Category : Science
Languages : en
Pages : 295
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Book Description
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.
Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 9400724705
Category : Science
Languages : en
Pages : 288
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Book Description
Argumentation—arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion— has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students’ critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning. The consensus among educators is that involving students in scientific argumentation must play a critical role in the education process itself. Recent analysis of research trends in science education indicates that argumentation is now the most prevalent research topic in the literature. This book attempts to consolidate contemporary thinking and research on the role of scientific argumentation in education. Perspectives on Scientific Argumentation brings together prominent scholars in the field to share the sum of their knowledge about the place of scientific argumentation in teaching and learning. Chapters explore scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge-building and the promotion of scientific literacy. Others interrogate topics such as the importance of language, discursive practice, social interactions and culture in the classroom. The material in this book, which features intervention studies, discourse analyses, classroom-based experiments, anthropological observations, and design-based research, will inform theoretical frameworks and changing pedagogical practices as well as encourage new avenues of research.
Author: Kostas Kampourakis
Publisher: Routledge
ISBN: 1351615211
Category : Education
Languages : en
Pages : 293
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Book Description
An indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters cover core subjects such as molecular biology, genetics, ecology, and biotechnology, and tackle broader issues that cut across topics, such as learning environments, worldviews, and the nature of scientific inquiry and explanation. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy.
Author: Julie Luft
Publisher: NSTA Press
ISBN: 1933531266
Category : Education
Languages : en
Pages : 158
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Book Description
It can be a tough thing to admit: Despite hearing so much about the importance of inquiry-based science education, you may not be exactly sure what it is, not to mention how to do it. But now this engaging new book takes the intimidation out of inquiry. Science as Inquiry in the Secondary Setting gives you an overview of what inquiry can be like in middle and high school and explores how to incorporate more inquiry-centered practices into your own teaching. In 11 concise chapters, leading researchers raise and resolve such key questions as: What is Inquiry? What does inquiry look like in speccific classes, such as the Earth science lab or the chemitry lab? What are the basic features of inquiry instruction? How do you assess science as inquiry? Science as Inquiry was created to fill a vacuum. No other book serves as such a compact, easy-to-understand orientation to inquiry. It's ideal for guiding discussion, fostering reflection, and helping you enhance your own classroom practices. As chapter author Mark Windschitl writes, "The aim of doing more authrntic science in schools is not to mimic scientists, but to develop the depth of content knowledge, the habits of mind, and the critical reasoning skills that are so crucial to basic science literacy." This volume guides you to find new ways of helping students further along the path to science literacy.
Author: Jonathan Osborne
Publisher: Corwin Press
ISBN: 1506375642
Category : Education
Languages : en
Pages : 281
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Book Description
Teaching your students to think like scientists starts here! Use this straightforward, easy-to-follow guide to give your students the scientific practice of critical thinking today's science standards require. Ready-to-implement strategies and activities help you effortlessly engage students in arguments about competing data sets, opposing scientific ideas, applying evidence to support specific claims, and more. Use these 24 activities drawn from the physical sciences, life sciences, and earth and space sciences to: Engage students in 8 NGSS science and engineering practices Establish rich, productive classroom discourse Extend and employ argumentation and modeling strategies Clarify the difference between argumentation and explanation Stanford University professor, Jonathan Osborne, co-author of The National Resource Council’s A Framework for K-12 Science Education—the basis for the Next Generation Science Standards—brings together a prominent author team that includes Brian M. Donovan (Biological Sciences Curriculum Study), J. Bryan Henderson (Arizona State University, Tempe), Anna C. MacPherson (American Museum of Natural History) and Andrew Wild (Stanford University Student) in this new, accessible book to help you teach your middle school students to think and argue like scientists!
Author: A. Daniel Johnson
Publisher: NSTA Press
ISBN: 1933531398
Category : Education
Languages : en
Pages : 529
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Book Description
Drawing from the author' s own work as a lab developer, coordinator, and instructor, this one-of-a-kind text for college biology teachers uses the inquiry method in presenting 40 different lab exercises that make complicated biology subjects accessible to major and nonmajors alike. The volume offers a review of various aspects of inquiry, including teaching techniques, and covers 16 biology topics, including DNA isolation and analysis, properties of enzymes, and metabolism and oxygen consumption. Student and teacher pages are provided for each of the 16 topics.
Author: Juanita M. Constible
Publisher: NSTA Press
ISBN: 1933531231
Category : Education
Languages : en
Pages : 257
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Book Description
Climate Change From Pole to Pole: Biology Investigations offers timely, relevant, biology-based case studies and background information on how to teach the science of climate change. The six painstakingly researched and field-tested activities, which build on four content chapters, give students the opportunity to solve real-life scientific problems using guiding questions, graphs and data tables, short reading assignments, and independent research. This volume provides an authentic and rigorous way to engage students in science and environmental issues-- scientific methods, evidence, climate, and biological effects of climate change-- and is a unique and essential resource for your high school or college-level classroom.
Author: William Rehg
Publisher: MIT Press
ISBN: 0262264463
Category : Science
Languages : en
Pages : 357
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Book Description
A proposal for an interdisciplinary, context-sensitive framework for assessing the strength of scientific arguments that melds Jürgen Habermas's discourse theory and sociological contextualism. Recent years have seen a series of intense, increasingly acrimonious debates over the status and legitimacy of the natural sciences. These “science wars” take place in the public arena—with current battles over evolution and global warming—and in academia, where assumptions about scientific objectivity have been called into question. Given these hostilities, what makes a scientific claim merit our consideration? In Cogent Science in Context, William Rehg examines what makes scientific arguments cogent—that is, strong and convincing—and how we should assess that cogency. Drawing on the tools of argumentation theory, Rehg proposes a multidimensional, context-sensitive framework both for understanding the cogency of scientific arguments and for conducting cooperative interdisciplinary assessments of the cogency of actual scientific arguments. Rehg closely examines Jürgen Habermas's argumentation theory and its implications for understanding cogency, applying it to a case from high-energy physics. A series of problems, however, beset Habermas's approach. In response, Rehg outlines his own “critical contextualist” approach, which uses argumentation-theory categories in a new and more context-sensitive way inspired by ethnography of science.
