Enhancing learning through scientific minidebates

• Autores: Timothy F. Slater
• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 48, Nº. 6, 2010, págs. 425-426
• Idioma: inglés
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• Resumen

  • Can your students �talk science� as a result of your instruction? Science education reformers argue that successful approaches to students learning science must feature experiences that allow students to �know, use, and interpret scientific explanations of the natural world,� to �generate and evaluate scientific evidence and explanations,� and to �participate productively in scientific practices and discourse.�1Although one can readily agree that these are important characteristics of science education, finding ways to purposefully and frequently implement such elements is challenging indeed. Assigning numerical problems from the back of a physics or astronomy textbook seems to fall short. Similarly, tasking students to complete handson laboratory exercises verifying concepts presented in class appears to be insufficient. Driver and her colleagues argue that most science education learning environments do not provide sufficient opportunities for students to construct and respond to scientific arguments.2Additionally, Osborn found that students do not naturally develop the skills needed for scientific discourse unless the skills are intentionally taught.3So, how might one infuse the learning of science with opportunities for students to practice �talking science�?