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首页> 外文期刊>The American Biology Teacher: Journal of the National Association of Biology Teachers >Building Argumentation Skills in the Biology Classroom: An Evolution Unit That Develops Students' Capacity to Construct Arguments from Evidence
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Building Argumentation Skills in the Biology Classroom: An Evolution Unit That Develops Students' Capacity to Construct Arguments from Evidence

机译：建立生物教室的论证技巧：一种发展学生从证据构建论据的能力的演变单元

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摘要

Arguing from evidence is one of eight key science practices in which students should engage. It is an essential component of science, yet students have difficulties with this practice. We describe a scaffolded claimsevidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center - Evolution: DNA and the Unity of Life. The scaffold provides high school students with practice in both developing and evaluating written arguments. It is designed to incrementally build student skill week-by-week, starting with an introduction to the CER components of an argument, and ending with students evaluating data and constructing a supported written argument. We also present evaluation findings from field testing the argumentation scaffold in the context of the complete Evolution unit in dozens of classrooms. And we discuss how this integrated, scaffolded approach to argumentation influenced both student and teacher learning.
机译：根据证据进行辩论是学生应该参与的八项关键科学实践之一。它是科学的一个重要组成部分，但学生在实践中有困难。我们描述了一个由遗传科学学习中心（Genetic Science Learning Center）-进化：DNA和生命的统一（Evolution:DNA and the Unity of Life）开发的新的八周免费课程单元中嵌入的支架式索赔推理（CER）论证框架。脚手架为高中生提供了发展和评估书面论点的实践。它旨在每周逐步培养学生的技能，从介绍论点的CER部分开始，到学生评估数据和构建支持的书面论点结束。我们还介绍了在数十间教室的完整进化单元中对辩论支架进行实地测试的评估结果。我们将讨论这种综合的、框架式的论证方法如何影响学生和教师的学习。

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