The new standards posit that “scientific argumentation,” in which students use data to argue from evidence, is a key practice for student science learning. However, a mismatch in expectations about the purpose of classroom discussions can inhibit productive forms of argumentation. Berland and Hammer compare forms of class discussions to identify how best to support students’ engagement in argumentation.
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Tammy Cook-Endres
resourceresearchProfessional Development, Conferences, and Networks
In this research article, Allen and Penuel investigate how science teachers make decisions about implementation of reform based on their understanding of coherence between professional development and the standards, curriculum and assessment in their local context. This research will support ISE that design and facilitate science teacher professional development.