Planning Science Instruction for Critical Thinking: Two Urban Elementary Teachers’ Responses to a State Science Assessment

dc.creator	Elaine Silva Mangiante
dc.date	2013-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:48Z
dc.date.available	2015-07-20T22:10:48Z
dc.identifier	10.3390/educsci3030222
dc.identifier	2227-7102
dc.identifier	https://doaj.org/article/e2fd57541397449f8e448748d626c46e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13920
dc.description	Science education reform standards have shifted focus from exploration and experimentation to evidence-based explanation and argumentation to prepare students with knowledge for a changing workforce and critical thinking skills to evaluate issues requiring increasing scientific literacy. However, in urban schools serving poor, diverse populations, where the priority is on students’ assessment results in reading and math, students may not receive reform-based science. The rationale for this qualitative study was to examine how two elementary teachers from high-poverty urban schools planned for reform-based science in response to a quality state science assessment in conjunction with their training and resources. Their state assessment included an inquiry task requiring students to construct responses to questions based on their investigation data. From evaluating evidence using Zembal-Saul’s continuum for teaching science as argument, the findings indicated that both teachers adopted an investigation-based and evidence-based approach to science teaching to prepare students for the inquiry task. However, one teacher provided argument-based science teaching from her explicit training in that approach. The results suggested that the teachers’ training and resources informed their interpretation of the focus areas on the science assessment inquiry task and influenced the extent to which they offered students an equitable opportunity to develop higher-order thinking from reform-based science.
dc.language	English
dc.publisher	Multidisciplinary Digital Publishing Institute
dc.relation	http://www.mdpi.com/2227-7102/3/3/222
dc.relation	https://doaj.org/toc/2227-7102
dc.rights	CC BY
dc.source	Education Sciences, Vol 3, Iss 3, Pp 222-258 (2013)
dc.subject	elementary science
dc.subject	urban schools
dc.subject	assessments
dc.subject	critical thinking
dc.subject	teacher planning
dc.subject	argumentation
dc.subject	reform-based science
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Planning Science Instruction for Critical Thinking: Two Urban Elementary Teachers’ Responses to a State Science Assessment
dc.type	article