Constructing written scientific explanations: a conceptual analysis supporting diverse and exceptional middle- and high-school students in developing science disciplinary literacy

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Brooke A. Moore, Jessica Wright
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Abstract

Constructing a written scientific explanation is a science practice that is fundamental in supporting students developing understanding of the natural world in which we live. Engaging in the practice of constructing valid scientific explanations supports students in developing science disciplinary literacy. Yet, writing a scientific explanation can be challenging for diverse and exceptional learners because it requires coordinating multiple, complex skills. This conceptual analysis explores the purpose of constructing written scientific explanations by focusing on the constituent elements and structures of a constructed scientific explanation. These findings are then integrated into a framework to assist Individual Education Program (IEP) teams in planning and implementing successful supports and instruction for diverse and exceptional learners in middle- and high-school, general education, science classrooms.
构建书面科学解释:支持不同和特殊初高中学生发展科学学科素养的概念分析
构建书面科学解释是一种科学实践,是帮助学生理解我们生活的自然世界的基础。参与构建有效科学解释的实践有助于学生发展科学学科素养。然而,由于撰写科学解释需要协调多种复杂的技能,因此对于不同和特殊的学习者来说具有挑战性。本概念分析侧重于构建科学解释的组成要素和结构,从而探索构建书面科学解释的目的。然后将这些研究结果整合到一个框架中,以帮助个人教育计划(IEP)团队在初中和高中的普通教育科学课堂上,为多样化和特殊学习者规划和实施成功的支持和指导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Frontiers in Education
Frontiers in Education Social Sciences-Education
CiteScore
2.90
自引率
8.70%
发文量
887
审稿时长
14 weeks
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