Document Type

Article

Publication Date

9-2017

Abstract

In lieu of an abstract, here is the article's first paragraph:

To learn the critical skill of scientific argumentation, students need learning experiences that involve constructing evidence-based explanations. Students often struggle to propose, support, critique, refine, justify, and defend a scientific position (Llewellyn 2013). This article describes a lesson in which biology students are challenged to support their claims with evidence-based reasoning as they research the thermoregulation of dinosaurs.

Comments

This article was published in The Science Teacher and is posted with permission.

The article can also be found online through the National Science Teachers Association: https://mydigitalpublication.com/display_article.php?id=2847061&view=428451

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