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Science Scope Volume 47, 2024 - Issue 4: Phenomena in the Classroom
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Explanation and Argumentation: How Middle School Students Make Sense of the Phenomenon of Niagara Falls

Kenneth L. HuffView further author information
Pages 14-21 | Received 07 Jul 2023, Accepted 22 Aug 2023, Published online: 11 Jul 2024

References

  • Berland, L. K., and K. L. McNeill. 2010. “A Learning Progression for Scientific Argumentation: Understanding Student Work and Designing Supportive Instructional Contexts.” Science Education 94 (5): 765–793. https://doi.org/10.1002/sce.20402.
  • Huff, K. L. 2022. “How to Scaffold Explanations and Arguments: Supporting Students as They Make Sense of Phenomena.” The Science Teacher Bulletin 85 (1): 21–32.
  • McNeill, K. L. 2011. “Elementary Students’ Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments over the School Year.” Journal of Research in Science Teaching 48 (7): 793–823. https://doi.org/10.1002/tea.20430.
  • Moulding, B., K. L. Huff, and W. van der Veen. 2020. Engaging Students in Science Investigations using GRC: Science Instruction Consistent with the NRC Framework and NGSS. Ogden, UT: Elm Tree Publishing.
  • National Academies of Sciences, Engineering, and Medicine (NASEM). 2017. Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, DC: National Academies Press.
  • National Academies of Sciences, Engineering, and Medicine (NASEM). 2019. Science and Engineering for Grades 6–12: Investigation and Design at the Center. Washington, DC: National Academies Press. https://doi.org/10.17226/25216.
  • National Research Council (NRC). 2012. A framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academies Press. https://doi.org/10.17226/13165.
  • NGSS Lead States. 2013. Next Generation Science Standards: For States, by States. Washington, DC: National Academies Press.
  • Nordine, J., and O. Lee. Eds. 2021. Crosscutting Concepts: Strengthening Science and Engineering Learning. Arlington, VA: NSTA Press.
  • Osborne, J. F., and A. Patterson. 2011. “Scientific Argument and Explanation: A Necessary Distinction?” Science Education 95 (4): 627–638. https://doi.org/10.1002/sce.20438.
  • Toulmin, S. 1958. The Uses of Argument. Cambridge, UK: Cambridge University Press.

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