Research: Teaching Students To Argue Like Scientists May Help Them Better Understand Science

Education Week (10/9, Sparks) reports that at last month’s Society for Research in Educational Effectiveness conference, several ongoing research projects showed that “teaching students to argue, question, and communicate more like real scientists may also help them understand scientific concepts more deeply.” James W. Pellegrino, a co-director of the Learning Sciences Research Institute at the University of Illinois-Chicago, said that “both the Common Core State Standards for reading and mathematics and the Next Generation Science Standards have increased the focus within their disciplines on skills such as constructing and evaluating arguments, complex communications, disciplinary discourse, and critical thinking.”