A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts

By Leema K. Berland, Katherine L. McNeill. 2010

501 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/02e4d2972d0b938775fe5c22f5f4921d903d97f9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “Argumentation helps students to construct and/or reconstruct their own knowledge (Berland & McNeill, 2010).”
The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, background): “These details of these components of argumentative sensemaking are what distinguish argumentation in science from argumentation in other domains (Berland & McNeill, 2010; McNeill, 2011).”
Measuring scientific reasoning – a review of test instruments (2017, methodology): “For the purpose of this review, we regard scientific reasoning as being different from (collaborative) scientific argumentation, which is a complex process of its own (Berland & McNeill, 2010).”
Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction (2015, methodology): “…strategy to plan an experiment (Chen & Klahr, 1999) and, second, to reduce the complexity of the setting in which a new practice is applied, for example, by asking students to interpret small data sets without irrelevant variables before tackling complex data (Berland & McNeill, 2010).”
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, background): “Some scholars (e.g., Berland & McNeill, 2010; Brem & Rips, 2000; Sampson & Clark, 2009) also combine two analytical approaches, form and strategy, to lend greater depth to their results.”
Implications of Complexity for Research on Learning Progressions (2015, background): “…work followed the release of the NRC report.1 Mapping out an ever increasing expanse of conceptual territory, there are LPs for most major topics in K-12 science curriculum, as well as for disciplinary practices including modeling (Schwarz et al., 2009) and argumentation (Berland & McNeill, 2010).”
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012, background): “For example, students need to see that the construction of models is a major means of acquiring new understanding; that these models identify key features and are akin to a map, rather than a literal representation of reality [13]; and that the great achievement of science is a core set of explanato”
Learning progressions and teaching sequences: a review and analysis (2011, background): “In Berland and McNeill’s (2010) argumentation LP we find an example of how levels of LP progress are used to show students’ progressively more complex forms of argumentative discourse.”