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“Individuals who are proficient in science should be able to understand the language of science and participate in scientific practices, such as inquiry and argumentation. Empirical research, however, indicates that many students do not develop this knowledge or these abilities in school. One way to address this problem is to give students more opportunities to engage in scientific argumentation as part of the teaching and learning of science. This book will help teachers with this task.” —Authors Victor Sampson and Sharon Schleigh
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.
It starts by giving you solid background in why students need to be able to go beyond expressing mere opinions when making research-related biology claims. Then it provides 30 thoroughly field-tested activities your students can use when learning to:
• propose, support, and evaluate claims;
• validate or refute them on the basis of scientific reasoning; and
• craft complex written arguments.
Detailed teacher notes suggest specific ways in which you can use the activities to enrich and supplement (not replace) what you’re doing in biology class already.
Scientific Argumentation is an invaluable resource for learning more about argumentation and designing related lessons. You'll find it ideal for helping your students learn standards-based content; improve their biological practices; explain, interpret, and evaluate evidence; and acquire the habits of mind to become more proficient in science.
Classifying Birds in the United StatesCharacteristics of Viruses (Characteristics of Life)Spontaneous Generation (Cell Theory)Plant Biomass (Photosynthesis)Movement Of Molecules In or Out of Cells (Osmosis and Diffusion)Liver And Hydrogen Peroxide (Chemical Reactions and Catalysts)Cell Size And Diffusion (Diffusion)Environmental Influence on Genotypes and Phenotypes (Genetics)Hominid Evolution (Macroevolution)Plants and Energy (Respiration and Photosynthesis)Healthy Diet And Weight (Human Health)Color Variation In Venezuelan Guppies (Mechanisms of Evolution)Termite Trails (Animal Behavior)Misconception About Theories and Laws (Nature of Science)Misconception About the Nature of Scientific Knowledge (Nature of Science)Misconception About the Work of Scientists (Nature of Science)Misconception About the Methods of Scientific Investigations (Nature of Science)Misconception About Life On Earth (Evolution)Misconception About Bacteria (Microbiology)Misconception About Interactions That Take Place Between Organisms (Ecology)Misconception About Plant Reproduction (Botany)Misconception About Inheritance of Traits (Genetics)Desert Snakes (Mechanics Of Evolution)Misconception About Insects (Ecology) Fruit Fly Traits (Genetics)DNA Family Relationship Analysis (Genetics)Evolutionary Relationships in Mammals (Genetics and Evolution)Decline in Saltwater Fish Populations (Ecology and Human Impact on the Environment)History Of Life On Earth (Trends In Evolution)Surviving Winter in the Dust Bowl (Food Chains and Trophic Levels)Assessments and Student Samples
What Is Scientific Argumentation?
Why Integrate Argumentation Into the Teaching and Learning of Biology?
Development of the Activities
Generate an Argument Instructional Model
Stage 1: The Identification of the Problem and the Research Question
Stage 2: The Generation of a Tentative Argument
Stage 3: The Argumentation Session
Stage 4: A Reflective Discussion
Stage 5: The Production of a Final Written Argument
Evaluate Alternatives Instructional Model
Stage 1: Introduce the Phenomenon to Investigate, the Research Question, and the Alternative Explanations
Stage 2: The Generation of Data
Stage 3: The Generation of Tentative Arguments and Counterarguments
Stage 4: An Argumentation Session
Stage 5: The Reflective Discussion
Stage 6: The Production of a Final Written Argument
Refutational Writing Activities
The Activities in This Book
How to Use the Activities
The Role of the Teacher During the Activities
The Content and Related Concepts
Curricular and Instructional Considerations
Recommendations for Implementing the Activity
Generate an Argument
Activity 1: Classifying Birds in the United States (Species Concept)
Activity 2: Color Variation in Venezuelan Guppies (Mechanisms of Evolution)
Activity 3: Desert Snakes (Mechanics of Evolution)
Activity 4: Fruit Fly Traits (Genetics)
Activity 5: DNA Family Relationship Analysis (Genetics)
Activity 6: Evolutionary Relationships in Mammals (Genetics and Evolution)
Activity 7: Decline in Saltwater Fish Populations (Ecology and Human Impact on the Environment)
Activity 8: History of Life on Earth (Trends in Evolution)
Activity 9: Surviving Winter in the Dust Bowl (Food Chains and Trophic Levels)
Activity 10: Characteristics of Viruses (Characteristics of Life)
Activity 11: Spontaneous Generation (Cell Theory)
Activity 12: Plant Biomass (Photosynthesis)
Activity 13: Movement of Molecules in or out of Cells (Osmosis and Diffusion)
Activity 14: Liver and Hydrogen Peroxide (Chemical Reactions and Catalysts)
Activity 15: Cell Size and Diffusion (Diffusion)
Activity 16: Environmental Influence on Genotypes and Phenotypes (Genetics)
Activity 17: Hominid Evolution (Macroevolution)
Activity 18: Plants and Energy (Respiration and Photosynthesis)
Activity 19: Healthy Diet and Weight (Human Health)
Activity 20: Termite Trails (Animal Behavior)
Activity 21: Misconception About Theories and Laws (Nature of Science)
Activity 22: Misconception About the Nature of Scientific Knowledge (Nature of Science)
Activity 23: Misconception About the Work of Scientists (Nature of Science)
Activity 24: Misconception About the Methods of Investigations (Nature of Science)
Activity 25: Misconception About Life on Earth (Evolution)
Activity 26: Misconception About Bacteria (Microbiology)
Activity 27: Misconception About Interactions That Take Place Between Organisms (Ecology)
Activity 28: Misconception About Plant Reproduction (Botany)
Activity 29: Misconception About Inheritance of Traits (Genetics)
Activity 30: Misconception About Insects (Ecology)
Assessments and Student Samples
Generate an Argument Samples
Evaluate Alternatives Samples
Refutational Writing Samples
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This book is thick, organized, and complete. It has three broad categories: generate an argument, evaluate alternatives, and refutational writing. Students work up the categories as their inquiry becomes more sophisticated. Each activity includes suggested materials for different classroom sizes and types, work samples, background, ideas for student work sheets for their notebooks, background, and standards. I think this may be my favorite book from the NSTA Press.
I love using this in my on level and honors biology courses. It is so easy to use at the honors level (9th grade) and can be used with simple modifications in an on level course. The students have grown so much with their critical thinking skills this year!
Carrie S (Duluth, GA)
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