This exploratory proposal is researching and developing professional learning activities to help high school teachers use available and emerging social media to teach scientific argumentation. The project responds to the growing emphasis on scientific argumentation in new standards. Participants include a team of ninth and tenth grade Life Science teachers collaborating as co-researchers with project staff in a design study to develop one socially mediated science unit. It also produces strategies, tools and on-line materials to support teachers' development of the pedagogical, content, and technological knowledge needed to integrate emerging technologies into science instruction. This project focuses on the flexible social media sites such as Facebook, Twitter and Instagram that students frequently use in their everyday lives. Research questions explore the technology of social media and the pedagogy needed to support student engagement in scientific argumentation. The Year Three pilot analyses provide data on the professional learning model. The project provides a basis for scale-up with this instructional and professional learning model to other core science content, cross-cutting themes, and STEM practices.
