Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena

By Katherine L. McNeill. 2009

216 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8714c1dd23cab74af9b046b01fc4c4153e599462

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Supporting Kindergartners’ Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum (2017, background): “In addition, teachers may not use information provided in curricular materials (Lynch, Pyke, & Grafton, 2012), and even when teachers do use the materials, they will often interpret them using their own experiential lenses (McNeill, 2009).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “…“deliver content” to students rather than actively engaging students in the work of making sense of science phenomena (Alozie, Moje & Krajcik, 2010; Cervetti & Barber, 2008; Chiappetta & Fillman, 2007; Duschl, 2008; McNeill, 2009; Myers, 1992, 1997; Weiss, Pasley, Smith, Banilower, & Heck, 2003).”
Elementary Students' Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments over the School Year. (2011, methodology): “Based on preliminary analyses of the beginning of the year student interviews and previous research supporting middle school students in scientific explanation and argumentation (McNeill, 2009; McNeill & Krajcik, 2008), Mr.”
The Importance of Embedding Argument Within Science Classrooms (2012, background): “While we recognize that the claim, evidence, and reasoning structure is more clearly defined in McNeill et al. (2006), we would suggest that as characterized by the NRC, reasoning is undervalued.”
Argument to Foster Scientific Literacy (2010, background): “…3 Explanation of phenomenon Science content Social aspect 1 Argument Interventions in K–12 Science Contexts von Aufschnaiter et al., 2008) and the claims, evidence, and reasoning structure identified in McNeill (2009), McNeill, Lizotte, Krajcik, and Marx (2006), and McNeill and Krajcik (2008).”
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, background): “Previous work has shown that engagement and practice in dialogic argumentation is a promising method for supporting the development of scientific argumentation (Iordanou, 2010; McNeill, 2009).”
Factors impacting teachers' argumentation instruction in their science classrooms (2016, background): “, 2001) and that teachers can oversimplify this complex task resulting in decreased opportunities and learning gains for students (McNeill, 2009).”
Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design (2017, background): “…& Thompson, 2008), elementary mathematics (Collopy, 2003; Hill & Charalambous, 2012a, 2012b), middle school science (Schneider & Krajcik, 2002; McNeill, 2009), and elementary science (Cervetti et al., 2015), teachers using educative curriculum materials changed their ideas about teaching…”
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “social construction of knowledge in science classrooms by drastically minimizing student-centered interactions (McNeill, 2009; McNeill & Pimentel, 2009).”
Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K–12 Teachers (2013, background): “The role of the teacher is essential for developing a classroom, which engages students in argumentation (McNeill, 2009; McNeill & Pimentel, 2010).”