Improvements to elementary children's epistemic understanding from sustained argumentation

Abstract

Introduction: Iatrogenic ethmoid skull base (ESB) injury during endoscopic sinus surgery (ESS) is a potentially devastating complication. The height of the ESB can vary substantially and should be assessed during preoperative evaluation of the sinus computed tomography (CT) scan. Methods: The objective of this study is to describe an objective preoperative CT evaluation technique to assist the surgeon in defining the height of the ESB prior to performing ESS. Results: We propose a technique which measures the height of the ESB from a single horizontal mid‐orbital line located on a standardized coronal sinus CT image at the level of the anterior ethmoid artery canal. Conclusions: Utilization of an objective preoperative CT measurement technique may quantify identification of a low ESB and optimize surgical awareness of this potentially dangerous anatomic skull base variation. © 2012 ARS‐AAOA, LLC.

Impact of (QCEJ) Strategy on Developing the Skills of Constructing Scientific Arguments among Middle School Students: The Role of Familiarity with Science Content Knowledge

“…(2) 1 None of students is able to complete the justification process. This is consistent with literature showing that, individuals have difficulty in justifying their arguments (Ryu & Sandoval, 2012). Only 52% of participants can make a claim with the familiar science content knowledge.…”

“…Learning to argue is a group of skills which must be practiced in order to be acquired, because it is, generally, difficult to learn (Ryu & Sandoval, 2012). Students can fail in presenting a correct claim, which leads to their failure in constructing counterarguments (Ryu & Sandoval, 2012).…”

Pre-service Teachers’ Understanding of Science Practices for Inquiry–oriented Chemistry Labs

“…Historically, the focus has been on the delivery of science content, but the new goal of science education is aimed at helping students become scientifically literate citizens who are able to act in ways seen as scientific [3][4] [5]. To achieve this purpose, engaging in science "practices" is centered as a way to construct and evaluate scientific knowledge [1] [4].…”

Learning to Use Evidence in Elementary School Over Time: A Study of the Discursive Construction of Ways of Answering Questions in Science Lessons

“…There has been a growing interest in this aspect of argumentation in the field of science education (e.g., Manz & Renga, 2017;Monteira & Jiménez-Aleixandre, 2015;Osborne, Erduran & Simon, 2004;Ryu & Sandoval, 2012;Sasseron & Carvalho, 2014;Yun & Kim, 2015). Working with evidence in the classroom has the potential to help students to develop scientific thinking (Jiménez-Aleixandre & Erduran 2008;Kuhn, 1993), and children have opportunities to have contact with aspects of practices involved in the construction of scientific knowledge (Kelly, 2013).…”

“…Various authors have reported students' difficulties in establishing relationships between claim and evidence in an appropriate manner. Moreover, they do not expect/ask their peers to provide evidence to support their claim, nor to refute ideas that are proposed (Berland & Reiser, 2009;Ryu & Sandoval, 2012). Osborne et al (2004) mention other challenges like students tendency to: i) select evidence ignoring data that contradict their claims; ii) oversimplify interpretation of evidence and reach conclusions without enough data; iii) use information that go beyond what is presented to evaluate evidence; and iv) ignore certain information for building their answers.…”