Learning to teach elementary school science as argument

By Carla Zembal-Saul. 2009

214 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/54184ee4da9ede95fe5d91d3aa8c86645113814d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Beginning teachers moving toward effective elementary science teaching (2009, background): “Given what is known, however, about the resistance of preservice teachers even to coherent visions of practice (Clift & Brady, 2005), it seems crucial to work to improve the field experiences in these ways (Schwarz et al., 2008; Zembal-Saul, 2009, this issue).”
The Effects of Writing-to-Learn Activities on Elementary Students' Conceptual Understanding: Learning about Force and Motion through Writing to Older Peers. (2013, background): “More importantly, students also need to understand the relationships between questions, data, and claims as well as how these relationships can be organized to formulate convincing evidence for a given task and audience (Kelly, Regev, & Prothero, 2008; Ryu & Sandoval, 2012; Zembal-Saul, 2009).”
Factors impacting teachers' argumentation instruction in their science classrooms (2016, methodology): “…we included codes that aligned with findings from other argumentation research about teachers’ ideas (e.g. focus on fun, hands-on activities from Zembal-Saul, 2009), argumentation literature advocating for particular goals (e.g. importance of critique from Osborne, 2010) and other applicable…”
Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K–12 Teachers (2013, methodology): “, 2006; 2012a)—that was informed by other research focused on the structure of students’ arguments (Berland & Reiser, 2009; Osborne et al., 2004; Sampson & Clark, 2008; Zembal-Saul, 2009).”
The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context (2013, background): “The research literature on teachers’ professional development in argumentation is rather scarce (e.g. Simon & Johnson, 2008; Simon et al., 2006; Zembal-Saul, 2009; Zohar, 2008).”