Arguing From Evidence in Middle School Science


Book Description

Teaching your students to think like scientists starts here! Use this straightforward, easy-to-follow guide to give your students the scientific practice of critical thinking today's science standards require. Ready-to-implement strategies and activities help you effortlessly engage students in arguments about competing data sets, opposing scientific ideas, applying evidence to support specific claims, and more. Use these 24 activities drawn from the physical sciences, life sciences, and earth and space sciences to: Engage students in 8 NGSS science and engineering practices Establish rich, productive classroom discourse Extend and employ argumentation and modeling strategies Clarify the difference between argumentation and explanation Stanford University professor, Jonathan Osborne, co-author of The National Resource Council’s A Framework for K-12 Science Education—the basis for the Next Generation Science Standards—brings together a prominent author team that includes Brian M. Donovan (Biological Sciences Curriculum Study), J. Bryan Henderson (Arizona State University, Tempe), Anna C. MacPherson (American Museum of Natural History) and Andrew Wild (Stanford University Student) in this new, accessible book to help you teach your middle school students to think and argue like scientists!




The Evidence Book


Book Description

Knowledge grows as ideas are tested against each other. Agreement is not resolved simply by naming concepts but in the dialectical process of thesis, antithesis, and synthesis. There are many echoes of these debates in The Evidence Book. The contributors make claims for both practitioner wisdom and the voice of experience. Against this is posed the authority of experimental science and the randomized controlled trial. The contributors are concerned, in their own ways, with collecting, ranking, and analyzing evidence and using this to deliver evaluations. As an expert group, they are aware that the concept of evidence has been increasingly important in the last decade. As with other concepts, it too often escapes precise definition. Despite this, the growing importance of evidence has been advocated with enthusiasm by supporters who see it as a way of increasing the effectiveness and quality of decisions and of professional life. The willingness to engage in evidence-based policy and the means to do so is heavily constrained by economic, political, and cultural climates. This book is a marvelously comprehensive and utterly unique treatise on evidence-based policy. It is a wide-ranging contribution to the field of evaluation.




Signs of Life in the U.S.A.


Book Description




Understanding and Using Scientific Evidence


Book Description

The basic understanding which underlies scientific evidence - ideas such as the structure of experiments, causality, repeatability, validity and reliability- is not straightforward. But these ideas are needed to judge evidence in school science, in physics or chemistry or biology or psychology, in undergraduate science, and in understanding everyday issues to do with science. It is essential to be able to be critical of scientific evidence. The authors clearly set out the principles of investigation so that the reader will be confident in questioning the experts, making an informed choice or arriving at in informed opinion. The book is intended for a wide range of readers including those who want to: } collect their own evidence } be able to question and judge a wide range of science-based issues that we come across in the press or other media in everyday life } teach others how to understand evidence. This book has been developed from the authors′ work with first year undergraduates in a combined science course and in primary teacher training for science specialists. It is suitable for students training as primary science specialists, and also for ′A′ level and first-year undergraduates in science and science-related subjects.




Authoring a PhD


Book Description

This engaging and highly regarded book takes readers through the key stages of their PhD research journey, from the initial ideas through to successful completion and publication. It gives helpful guidance on forming research questions, organising ideas, pulling together a final draft, handling the viva and getting published. Each chapter contains a wealth of practical suggestions and tips for readers to try out and adapt to their own research needs and disciplinary style. This text will be essential reading for PhD students and their supervisors in humanities, arts, social sciences, business, law, health and related disciplines.




Ideas, Evidence, and Method


Book Description

Graciela De Pierris presents a novel interpretation of the relationship between skepticism and naturalism in Hume's epistemology, and a new appraisal of Hume's place within early modern thought. Whereas a dominant trend in recent Hume scholarship maintains that there are no skeptical arguments concerning causation and induction in Book I, Part III of the Treatise, Graciela De Pierris presents a detailed reading of the skeptical argument she finds there and how this argument initiates a train of skeptical reasoning that begins in Part III and culminates in Part IV. This reasoning is framed by Hume's version of the modern theory of ideas developed by Descartes and Locke. The skeptical implications of this theory, however, do not arise, as in traditional interpretations of Hume's skepticism, from the 'veil of perception.' They arise from Hume's elaboration of a presentational-phenomenological model of ultimate evidence, according to which there is always a justificatory gap between what is or has been immediately presented to the mind and any ideas that go beyond it. This happens, paradigmatically, in the causal-inductive inference, and, as De Pierris argues, in demonstrative inference as well. Yet, in spite of his firm commitment to radical skepticism, Hume also accepts the naturalistic standpoint of science and common life, and he does so, on the novel interpretation presented here, because of an equally firm commitment to Newtonian science in general and the Newtonian inductive method in particular. Hume defends the Newtonian method (against the mechanical philosophy) while simultaneously rejecting all attempts (including those of the Newtonians) to find a place for the supernatural within our understanding of nature.




Argument and Evidence


Book Description

Phelan and Reynolds' book is for anyone who needs to evaluate arguments and interpret evidence. It deals with the most fundamental aspects of academic study: * the ability to reason with ideas and evidence * to formulate arguments effectively * to appreciate the interplay between ideas and evidence in academic and media debate Argument and Evidence presents aspects of informal logic and statistical theory in a comprehensible way, enabling students to acquire skills in critical thinking which will outlast their undergraduate studies. Ideal as a companion for courses on methodology or study skills, Argument and Evidence will also be useful for other disciplines in the social sciences and humanities.




Ideas and Evidence


Book Description

Author Rowan Bayne evaluates and explores theory and practice in the world of the MBTI? instrument. Bayne delves into a variety of type-related topics and prompts readers to examine the research surrounding personality terminology and descriptors. Discover how MBTI theory relates to critical thinking and research skills. Bayne's challenges and insights will prompt MBTI professionals to stretch and examine their understanding of the Indicator. With critical observation, evaluation, and sometimes a dry wit, Rowan Bayne in his latest book analyzes evidence from a variety of sources in a sleuthlike investigation of the central aspects of Myers Briggs Type Indicator? (MBTI) theory and practice. This is a book of merit for practitioners and researchers as well as those with a general interest in personality type.




The Word on College Reading and Writing


Book Description

An interactive, multimedia text that introduces students to reading and writing at the college level.




Those Shoes


Book Description

But all the kids are wearing them! Any child who has ever craved something out of reach will relate to this warm, refreshingly realistic story. Features an audio read-along. "I have dreams about those shoes. Black high-tops. Two white stripes." All Jeremy wants is a pair of those shoes, the ones everyone at school seems to be wearing. But Jeremy’s grandma tells him they don’t have room for "want," just "need," and what Jeremy needs are new boots for winter. When Jeremy’s shoes fall apart at school, and the guidance counselor gives him a hand-me-down pair, the boy is more determined than ever to have those shoes, even a thrift-shop pair that are much too small. But sore feet aren’t much fun, and Jeremy comes to realize that the things he has -- warm boots, a loving grandma, and the chance to help a friend -- are worth more than the things he wants.