The fundamental purpose of this project is to support teacher practice and professional learning around oral scientific argumentation in order to improve the quality of this practice in classrooms. The key outcome of this work will be a research-informed and field-tested prototype to improve the quality of teaching and learning argumentation in middle school science classrooms usable in different learning environments.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Henderson, J. B. & Aguilera, E. (in press). Utilizing Technology to Support Scientific Argumentation in Active Learning Classrooms. In J. Mintzes & E. Walter (Eds.), Active Learning in College Science: The Case for Evidence-Based Practice. Berlin: Springer Nature.*
- Henderson, J. B. & Osborne, J. (2019). Using Computer Technology to Support the Teaching and Learning of Argumentation in Chemistry. In S. Erduran (Ed.), Argumentation in Chemistry Education. RSC.*
- Henderson, J. B. (2019). Beyond “active” learning: How the ICAP framework permits more acute examination of the popular peer instruction pedagogy. Harvard Educational Review, 89(4), 611-634. doi: 10.17763/1943-5045-89.4.611
- Henderson, J. B., McNeill, K. L., González-Howard, M., Close, K., & Evans, M. (2017). Key challenges and future directions for educational research on scientific argumentation. Journal of Research in Science Teaching. doi: 10.1002/tea.21412*
- Henderson, J. B., MacPherson, A., Osborne, J., & Wild, A. (2015). Beyond construction: Five cases for the role and value of critique in the learning of science. International Journal of Science Education, 37(10), 1668-1697. doi: 10.1080/09500693.2015.1043598*