"Doing the Lesson" or "Doing Science": Argument in High School Genetics

By M. Pilar Jim�nez-Aleixandre, Anxela Bugallo Rodr�guez, Richard A. Duschl. 2000

1,087 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9f86383d1a046943028a82ef35b4178b3f5ec550

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Argument to Foster Scientific Literacy (2010, background): “Jimenez-Aleixandre, Rodriguez, and Duschl (2000) reported an intervention in which students were asked to apply their understandings of heredity and evolution to provide explanations for variation in the color of chicks’ feathers from a chicken farm.”
The Evidence-Based Reasoning Framework: Assessing Scientific Reasoning (2010, methodology): “…the assessment of student argumentation, including the difficulties in capturing the nuances of student reasoning with Toulmin’s idealized framework (Jimenez-Aleixandre et al., 2000), identifying “what counts” as evidence, data, and backing (Jimenez-Aleixandre et al., 2000; Sampson & Clark, 2008),…”
Cognitive Apprenticeship in Science through Immersion in Laboratory Practices (2007, background): “This approach would be a large step toward formalizing argumentation skills that are weak in novices (Jimenez-Aleixandre et al., 2000).”
Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K–12 Teachers (2013, background): “In Simon and Johnson’s work (2008), they examined the role of professional learning portfolios for four teachers as part of workshops on argumentation, which occurred over an 8-month period.”
Beyond Epistemological Deficits: Dynamic explanations of engineering students’ difficulties with mathematical sense-making (2011, background): “Such stances are typical, rather than exceptional, in most traditional physics classrooms (Redish et al, 1998 ), and it not implausible to see them as resulting from the practices of ‘doing school’ (Jimenez-Aleixander, Rodriguez, & Duschl, 2000 ), practices that are typically rewarded, We are also”
Genetically modified food in perspective: an inquiry‐based curriculum to help middle school students make sense of tradeoffs (2004, background): “Jiménez-Aleixandre et al. (2000) studied a ninth-grade classroom where students were engaged in small group discussions trying to explain the reason for the differences observed between wild and domesticated chicks’ coloration.”
Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009, background): “’’ The recurrence of comments like these across different focus group conversations suggests students considered their models to have an audience, in contrast to typical school science in which answers are for the teacher (Jimenenez-Aleixandre et al., 2000; Lemke, 1990).”
Making sense of argumentation and explanation (2009, background): “Thus, it is the goal of persuasion that shifts the classroom interactions around the practice of constructing and defending scientific explanations from " doing school " to " doing science " (Jimenez-Aleixandre et al., 2000).”
A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts (2010, background): “That is, to facilitate student engagement in doing science rather than doing the lesson (Jimenez-Aleixandre et al., 2000), to facilitate the norms of scientiÞc argumentation, students must be in situations in which doing scienceturning to empirical evidence and scientiÞc conceptsis sensible.”