Learning to evaluate scientific models
نویسندگان
چکیده
The construction and evaluation of scientific models, together with the iterative modification of these models in response to evidence, constitute paradigmatic scientific practices. If inquiry instruction is to engage students in authentic scientific reasoning, these practices need to become routine in the science curriculum. This paper reports on some of the difficulties middle-school students experience in a learning environment focused on modeland evidence-based reasoning and suggests a promising scaffold to address these difficulties.
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