Download or read book Scientific Argumentation in Biology written by Victor Sampson and published by NSTA Press. This book was released on 2013 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Develop your high school students' understanding of argumentation and evidence-based reasoning with this comprehensive book. Like three guides in one 'Scientific Argumentation in Biology' combines theory, practice, and biology content.
Download or read book Argumentation in Science Education written by Sibel Erduran and published by Springer Science & Business Media. This book was released on 2007-12-06 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.
Download or read book Argument driven Inquiry in Biology written by Victor Sampson and published by NSTA Press. This book was released on 2014-04-01 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are you interested in using argument-driven inquiry for high school lab instruction but just aren't sure how to do it? You aren't alone. This book will provide you with both the information and instructional materials you need to start using this method right away. Argument-Driven Inquiry in Biology is a one-stop source of expertise, advice, and investigations. The book is broken into two basic parts: 1. An introduction to the stages of argument-driven inquiry-- from question identification, data analysis, and argument development and evaluation to double-blind peer review and report revision. 2. A well-organized series of 27 field-tested labs that cover molecules and organisms, ecosystems, heredity, and biological evolution. The investigations are designed to be more authentic scientific experiences than traditional laboratory activities. They give your students an opportunity to design their own methods, develop models, collect and analyze data, generate arguments, and critique claims and evidence. Because the authors are veteran teachers, they designed Argument-Driven Inquiry in Biology to be easy to use and aligned with today's standards. The labs include reproducible student pages and teacher notes. The investigations will help your students learn the core ideas, crosscutting concepts, and scientific practices found in the Next Generation Science Standards. In addition, they offer ways for students to develop the disciplinary skills outlined in the Common Core State Standards. Many of today's teachers-- like you-- want to find new ways to engage students in scientific practices and help students learn more from lab activities. Argument-Driven Inquiry in Biology does all of this even as it gives students the chance to practice reading, writing, speaking, and using math in the context of science.
Download or read book Evolution by the Numbers written by James Wynn and published by Parlor Press LLC. This book was released on 2012-01-05 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Evolution by the Numbers: The Origins of Mathematical Argument in Biology, James Wynn examines the confluence of science, mathematics, and rhetoric in the development of theories of evolution and heredity in the nineteenth century. Evolution by the Numbers shows how mathematical warrants become accepted sources for argument in the biological sciences and explores the importance of rhetorical strategies in persuading biologists to accept mathematical arguments.
Download or read book Contemporary Debates in Philosophy of Biology written by Francisco J. Ayala and published by John Wiley & Sons. This book was released on 2009-12-07 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection of specially commissioned essays puts top scholars head to head to debate the central issues in the lively and fast growing field of philosophy of biology Brings together original essays on ten of the most hotly debated questions in philosophy of biology Lively head-to-head debate format sharply defines the issues and paves the way for further discussion Includes coverage of the new and vital area of evolutionary developmental biology, as well as the concept of a unified species, the role of genes in selection, the differences between micro- and macro-evolution, and much more Each section features an introduction to the topic as well as suggestions for further reading Offers an accessible overview of this fast-growing and dynamic field, whilst also capturing the imagination of professional philosophers and biologists
Download or read book Invasion Biology written by Jonathan M Jeschke and published by CABI. This book was released on 2018-04-25 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many hypotheses describing the interactions involved in biological invasions, but it is largely unknown whether they are backed up by empirical evidence. This book fills that gap by developing a tool for assessing research hypotheses and applying it to twelve invasion hypotheses, using the hierarchy-of-hypotheses (HoH) approach, and mapping the connections between theory and evidence. In Part 1, an overview chapter of invasion biology is followed by an introduction to the HoH approach and short chapters by science theorists and philosophers who comment on the approach. Part 2 outlines the invasion hypotheses and their interrelationships. These include biotic resistance and island susceptibility hypotheses, disturbance hypothesis, invasional meltdown hypothesis, enemy release hypothesis, evolution of increased competitive ability and shifting defence hypotheses, tens rule, phenotypic plasticity hypothesis, Darwin's naturalization and limiting similarity hypotheses and the propagule pressure hypothesis. Part 3 provides a synthesis and suggests future directions for invasion research.
Download or read book Students Talking Writing and Arguing to Learn Through Modeling in a High School Biology Classroom written by Katherine Michelle St. Clair Misar and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written scientific argumentation is a common practice among scientists, yet it is relatively absent from science K-12 classrooms (Applebee & Langer, 2013). However, recent research shows that opportunities to engage in collaborative discourse and argumentation provide students enhanced conceptual understanding and reasoning. Since one of the hallmarks of doing science is learning critical and rational skepticism, opportunities to develop the ability to argue scientifically appear to be an essential feature of a successful classroom (Osborne, 2010). What does this approach look like in a high school science classroom? How do students respond to and take up such practices in their talk and writing? This dissertation examines how high school students learn to construct and evaluate evidence as well as “do” science during an ecology unit in an accelerated biology class taught by a highly regarded teacher. The teacher’s approach was grounded in the assumption that students learn through modeling to understand scientific content knowledge and practices while engaging in inquiry. Specifically, this study explored how the teacher supported her students using talk, writing, and arguing to learn for reflective analysis during an ecology unit. This specific unit required the construction of mathematical charts and graphs to better understand a multi-day lab demonstration project on interspecific and intraspecific competition among two species of Paramecia. Teaching and learning of scientific argumentation are framed as a construction of academic literacies (Lea & Street, 1998), that are an emphasis on describing the literacy practices within disciplinary fields (biology) and how those literacy practices might be acquired. So conceptualized, researching the acquisition and development of academic literacies focus on describing how students are socialized into the community’s practices including its literacy practices. Research methodology was grounded in microethnographic discourse analysis of intercontextuality, intertextuality, epistemic levels of evidence construction, conversation functions in classroom discourse, and argumentative move analysis. Data included classroom discourse and students’ informal descriptive and comparative writing, as well as formal argumentative writing. Students’ writing was examined for connections to classroom events (intercontextuality), to graphs and previous written work (intertextuality), for epistemic levels of evidence construction, and argumentative moves. This work builds on previous studies of teaching and learning scientific argumentation that considered the epistemic practices in scientific argumentation (Kelly & Takao, 2002; Manz, 2012; Manz, 2015). Using epistemic levels of evidence construction, I examined how the teacher facilitated conversations about making scientific arguments and constructing evidence in increased levels of abstraction from noticings and public attributes to making experimental claims and facts (Manz & Renga, 2017). Students developed their argumentative writing through practicing claims, incorporating more epistemic levels of evidence construction over time, and toward the end of the project warranting their evidence. Theoretically, this dissertation supports and extends the uses of an academic literacies and social construction lenses to understand the complexities of teaching epistemic practices of evidence construction in classroom discussions and students’ using the same practices in their writing. An academic literacies framework has the possibility of making science classrooms more equitable learning environments through dialogic learning processes.
Download or read book The Joy of Science written by Richard A. Lockshin and published by Springer Science & Business Media. This book was released on 2007-11-05 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reveals that scientific logic is an extension of common, everyday logic and that it can and should be understood by everyone. Written by a practicing and successful scientist, it explores why questions arise in science and looks at how questions are tackled, what constitutes a valid answer, and why. The author does not bog the reader down in technical details or lists of facts to memorize. He uses accessible examples, illustrations, and descriptions to address complex issues. The book should prove enlightening to anyone who has been perplexed by the meaning, relevance, and moral or political implications of science.
Download or read book Cogent Science in Context written by William Rehg and published by MIT Press. This book was released on 2011-08-19 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: A proposal for an interdisciplinary, context-sensitive framework for assessing the strength of scientific arguments that melds Jürgen Habermas's discourse theory and sociological contextualism. Recent years have seen a series of intense, increasingly acrimonious debates over the status and legitimacy of the natural sciences. These “science wars” take place in the public arena—with current battles over evolution and global warming—and in academia, where assumptions about scientific objectivity have been called into question. Given these hostilities, what makes a scientific claim merit our consideration? In Cogent Science in Context, William Rehg examines what makes scientific arguments cogent—that is, strong and convincing—and how we should assess that cogency. Drawing on the tools of argumentation theory, Rehg proposes a multidimensional, context-sensitive framework both for understanding the cogency of scientific arguments and for conducting cooperative interdisciplinary assessments of the cogency of actual scientific arguments. Rehg closely examines Jürgen Habermas's argumentation theory and its implications for understanding cogency, applying it to a case from high-energy physics. A series of problems, however, beset Habermas's approach. In response, Rehg outlines his own “critical contextualist” approach, which uses argumentation-theory categories in a new and more context-sensitive way inspired by ethnography of science.
Download or read book Science as Inquiry in the Secondary Setting written by Julie Luft and published by NSTA Press. This book was released on 2008 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: It can be a tough thing to admit: Despite hearing so much about the importance of inquiry-based science education, you may not be exactly sure what it is, not to mention how to do it. But now this engaging new book takes the intimidation out of inquiry. Science as Inquiry in the Secondary Setting gives you an overview of what inquiry can be like in middle and high school and explores how to incorporate more inquiry-centered practices into your own teaching. In 11 concise chapters, leading researchers raise and resolve such key questions as: What is Inquiry? What does inquiry look like in speccific classes, such as the Earth science lab or the chemitry lab? What are the basic features of inquiry instruction? How do you assess science as inquiry? Science as Inquiry was created to fill a vacuum. No other book serves as such a compact, easy-to-understand orientation to inquiry. It's ideal for guiding discussion, fostering reflection, and helping you enhance your own classroom practices. As chapter author Mark Windschitl writes, "The aim of doing more authrntic science in schools is not to mimic scientists, but to develop the depth of content knowledge, the habits of mind, and the critical reasoning skills that are so crucial to basic science literacy." This volume guides you to find new ways of helping students further along the path to science literacy.
Download or read book Storm Over Biology written by Bernard D. Davis and published by . This book was released on 1986 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book had its genesis in Dr. Davis' remarkable editorial in the New England Journal of Medicine that sharply criticized medical schools for lowering their standards of admission to fill minority quotas and ultimately risking the lives of patients. Davis' position (widely held, but seldom articulated) is that the standard of medical care is an even higher ideal than the redress of past racial injustice. A passionate battle is now being fought in our universities over the freedom to pursue ideals of objectivity and intellectual freedom that are incompatible with the mandates of a pragmatic social policy. Storm Over Biology examines many of the areas where scientific and social interests intersect and often conflict, such as genetic engineering and sociobiology. The essays are grouped under six headings: Genetics, Racism and Affirmative Action; Objectivity and Science; Evolution - Sociobiology, Ethics, and Molecular Genetics; Medical Education and Affirmative Action; Public Concern Over Science; and Genetic Engineering. Though trained and best known as a microbiologist, Bernard D. Davis addresses these issues philosophically. He emphasizes both the limitations of science and its enormous power to shape and inextricably alter our lives.
Download or read book The Effect of Argument Driven Inquiry on Student Understanding of High School Biology Concepts written by Carol Payne Myers and published by . This book was released on 2015 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: This data agrees with the idea that ADI lessons cover biology standards and help students with scientific literacy by analyzing data while problem solving and sharing their ideas with their peers (Owens, 2009). The data also support the effect of ADI on student understanding of high school biology concepts because all students did successfully construct an argument, discuss the argument with evidence, and improve their speaking and listening skills which is part of the ten habits that demonstrate effective use of scientific argumentation (Corwin, 2013). The data indicate ADI lessons have a positive effect on student engagement. Based on the Biology Motivation Questionnaire, prior to ADI lessons 43% of students reported "learning biology is interesting" and after ADI lessons this number increased to 60%. Students also showed a greater enjoyment of learning biology after ADI session with 50 % of students reporting this to be true often or always in comparison to only 33% before ADI lessons. Also students reported an increase from 33% to 50% that "the biology I learn is relevant" pre-post ADI intervention. This supports the idea that if students are engaged in inquiry based projects that are relevant to authentic science experiences and share their work among peers, it increases their enjoyment of science (Chung & Behan, 2010).
Download or read book Teaching High School Science Through Inquiry written by Douglas Llewellyn and published by Corwin Press. This book was released on 2005 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describes inquiry-based instruction and explains how to use it in the high school science classroom in accordance with national standards, providing case studies and other tools.
Download or read book Scientific Reasoning and Argumentation written by Frank Fischer and published by Routledge. This book was released on 2018-06-13 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: Competence in scientific reasoning is one of the most valued outcomes of secondary and higher education. However, there is a need for a deeper understanding of and further research into the roles of domain-general and domain-specific knowledge in such reasoning. This book explores the functions and limitations of domain-general conceptions of reasoning and argumentation, the substantial differences that exist between the disciplines, and the role of domain-specific knowledge and epistemologies. Featuring chapters and commentaries by widely cited experts in the learning sciences, educational psychology, science education, history education, and cognitive science, Scientific Reasoning and Argumentation presents new perspectives on a decades-long debate about the role of domain-specific knowledge and its contribution to the development of more general reasoning abilities.
Download or read book Discovery and Explanation in Biology and Medicine written by Kenneth F. Schaffner and published by University of Chicago Press. This book was released on 1993 with total page 654 pages. Available in PDF, EPUB and Kindle. Book excerpt: Kenneth F. Schaffner compares the practice of biological and medical research and shows how traditional topics in philosophy of science—such as the nature of theories and of explanation—can illuminate the life sciences. While Schaffner pays some attention to the conceptual questions of evolutionary biology, his chief focus is on the examples that immunology, human genetics, neuroscience, and internal medicine provide for examinations of the way scientists develop, examine, test, and apply theories. Although traditional philosophy of science has regarded scientific discovery—the questions of creativity in science—as a subject for psychological rather than philosophical study, Schaffner argues that recent work in cognitive science and artificial intelligence enables researchers to rationally analyze the nature of discovery. As a philosopher of science who holds an M.D., he has examined biomedical work from the inside and uses detailed examples from the entire range of the life sciences to support the semantic approach to scientific theories, addressing whether there are "laws" in the life sciences as there are in the physical sciences. Schaffner's novel use of philosophical tools to deal with scientific research in all of its complexity provides a distinctive angle on basic questions of scientific evaluation and explanation.
Download or read book Biology and Ideology from Descartes to Dawkins written by Denis R. Alexander and published by University of Chicago Press. This book was released on 2010-05-15 with total page 461 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the course of human history, the sciences, and biology in particular, have often been manipulated to cause immense human suffering. For example, biology has been used to justify eugenic programs, forced sterilization, human experimentation, and death camps—all in an attempt to support notions of racial superiority. By investigating the past, the contributors to Biology and Ideology from Descartes to Dawkins hope to better prepare us to discern ideological abuse of science when it occurs in the future. Denis R. Alexander and Ronald L. Numbers bring together fourteen experts to examine the varied ways science has been used and abused for nonscientific purposes from the fifteenth century to the present day. Featuring an essay on eugenics from Edward J. Larson and an examination of the progress of evolution by Michael J. Ruse, Biology and Ideology examines uses both benign and sinister, ultimately reminding us that ideological extrapolation continues today. An accessible survey, this collection will enlighten historians of science, their students, practicing scientists, and anyone interested in the relationship between science and culture.
Download or read book The Structure of Biological Science written by Alexander Rosenberg and published by Cambridge University Press. This book was released on 1985-01-25 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preface p. ix Chapter 1 Biology and Its Philosophy p. 2 1.1 The Rise of Logical Positivism p. 2 1.2 The Consequences for Philosophy p. 4 1.3 Problems of Falsifiability p. 6 1.4 Philosophy of Science Without Positivism p. 8 1.5 Speculation and Science p. 10 Introduction to the Literature p. 11 Chapter 2 Autonomy and Provincialism p. 13 2.1 Philosophical Agendas versus Biological Agendas p. 13 2.2 Motives for Provincialism and Autonomy p. 18 2.3 Biological Philosophies p. 21 2.4 Tertium Datur? p. 25 2.5 The Issues in Dispute p. 30 2.6 Steps in the Argument p. 34 Introduction to the Literature p. 35 Chapter 3 Teleology and the Roots of Autonomy p. 37 3.1 Functional Explanations in Molecular Biology p. 39 3.2 The Search for Functions p. 43 3.3 Functional Laws p. 47 3.4 Directively Organized Systems p. 52 3.5 The Autonomy of Teleological Laws p. 59 3.6 The Metaphysics and Epistemology of Functional Explanation p. 62 3.7 Functional Explanation Will Always Be with Us p. 65 Introduction to the Literature p. 67 Chapter 4 Reductionism and the Temptation of Provincialism p. 69 4.1 Motives for Reductionism p. 69 4.2 A Triumph of Reductionism p. 73 4.3 Reductionism and Recombinant DNA p. 84 4.4 Antireductionism and Molecular Genetics p. 88 4.5 Mendel's Genes and Benzer's Cistrons p. 93 4.6 Reduction Obstructed p. 97 4.7 Qualifying Reductionism p. 106 4.8 The Supervenience of Mendelian Genetics p. 11 4.9 Levels of Organization p. 117 Introduction to the Literature p. 119 Chapter 5 The Structure of Evolutionary Theory p. 121 5.1 Is There an Evolutionary Theory? p. 122 5.2 The Charge of Tautology p. 126 5.3 Population Genetics and Evolution p. 130 5.4 Williams's Axiomatization of Evolutionary Theory p. 136 5.5 Adequacy of the Axiomatization p. 144 Introduction to the Literature p. 152 Chapter 6 Fitness p. 154 6.1 Fitness Is Measured by Its Effects p. 154 6.2 Fitness As a Statistical Propensity p. 160 6.3 The Supervenience of Fitness p. 164 6.4 The Evidence for Evolution p. 169 6.5 The Scientific Context of Evolutionary Theory p. 174 Introduction to the Literature p. 179 Chapter 7 Species p. 180 7.1 Operationalism and Theory in Taxonomy p. 182 7.2 Essentialism--For and Against p. 187 7.3 The Biological Species Notion p. 191 7.4 Evolutionary and Ecological Species p. 197 7.5 Species Are Not Natural Kinds p. 201 7.6 Species As Individuals p. 204 7.7 The Theoretical Hierarchy of Biology p. 212 7.8 The Statistical Character of Evolutionary Theory p. 216 7.9 Universal Theories and Case Studies p. 219 Introduction to the Literature p. 225 Chapter 8 New Problems of Functionalism p. 226 8.1 Functionalism in Molecular Biology p. 228 8.2 The Panglossian Paradigm p. 235 8.3 Aptations, Exaptations, and Adaptations p. 243 8.4 Information and Action Among the Macromolecules p. 246 8.5 Metaphors and Molecules p. 255 Bibliography p. 266 Index p. 273.
