Getting the Argument Started: A Variation on the Density Investigation
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| Title: | Getting the Argument Started: A Variation on the Density Investigation |
|---|---|
| Language: | English |
| Authors: | Walker, Joi P. (ORCID |
| Source: | Journal of Chemical Education. May 2017 94(5):632-635. |
| Availability: | Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2017 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Science Instruction, College Science, Undergraduate Study, Evidence, Science Laboratories, Persuasive Discourse, Science Experiments, Laboratory Experiments |
| DOI: | 10.1021/acs.jchemed.6b00621 |
| ISSN: | 0021-9584 |
| Abstract: | The ability to "engage in argument from evidence" is one of the eight practices identified in the "Next Generation Science Standards" as well as an emerging focus of undergraduate chemistry curricula. Guiding students to make evidence-based claims that engender argumentation will require faculty to revise conventional expository laboratory experiments. The type of data collected and the method of collecting the data as well as the question to be answered must be carefully considered. This paper describes a simple yet effective change to a standard laboratory, the determination of density, which we have used since 2006 to engage students in argumentation about both method and outcomes. |
| Abstractor: | As Provided |
| Number of References: | 12 |
| Entry Date: | 2017 |
| Accession Number: | EJ1141979 |
| Database: | ERIC |
| Abstract: | The ability to "engage in argument from evidence" is one of the eight practices identified in the "Next Generation Science Standards" as well as an emerging focus of undergraduate chemistry curricula. Guiding students to make evidence-based claims that engender argumentation will require faculty to revise conventional expository laboratory experiments. The type of data collected and the method of collecting the data as well as the question to be answered must be carefully considered. This paper describes a simple yet effective change to a standard laboratory, the determination of density, which we have used since 2006 to engage students in argumentation about both method and outcomes. |
|---|---|
| ISSN: | 0021-9584 |
| DOI: | 10.1021/acs.jchemed.6b00621 |
