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Dialogical Argumentation and Reasoning in Elementary Science Classrooms explores how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.

The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.

This book re-examines the dichotomy between the everyday and the disciplinary in mathematics and science education, and explores alternatives to this opposition from points of view grounded in the close examination of complex classroom events. It makes the case that students' everyday experience and knowledge in their entire manifold forms matter crucially in learning sciences and mathematics. The contributions of 13 research teams are organized around three themes: 1) the experiences of students in encounters with everyday matters of a discipline; 2) the concerns of curriculum designers, including teachers, as they design activities intended to focus on everyday matters of a discipline; and 3) the actions of teachers as they create classroom encounters with everyday matters of a discipline. As a whole the volume reflects the shift in the field of educational research in recent years away from formal, structural models of learning toward emphasizing its situated nature and the sociocultural bases of teaching and learning. At least two trends--increasing awareness that formal theories can be useful guides but are always partial and provisional in how they disclose classroom experiences, and the widespread availability of video and audio equipment that enables effortless recording of classroom interactions--have reoriented the field by allowing researchers and teachers to look at learning starting with complex classroom events rather than formal theories of learning. Such examinations are not meant to replace the work on general theoretical frameworks, but to ground them in actual complex events. This reorientation means that researchers and teachers can now encounter the complexity of learning and teaching as lived, human meaning-making experiences. Immersion in this complexity compels rethinking assumptions about the dichotomies that have traditionally organized the field's thinking about learning. Further, it has important implications for how the relationship between theory and practice in understanding teaching and learning is viewed. Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events is an important resource for researchers, teacher educators, and graduate students in mathematics and science education, and a strong supplemental text for courses in these areas and also in cognition and instruction and instructional design. Contents: Preface. Introduction. Part I: Experiences of Students in Encounters With Everyday Matters of Science and Mathematics. S. Monk, \"Why Would Run Be in Speed?\" Artifacts and Situated Actions in a Curricular Plan. R. Nemirovsky, Mathematical Places. C. Valentine, T.P. Carpenter, M. Pligge, Developing Concepts of Justification and Proof in a Sixth-Grade Classroom. B. Warren, M. Ogonowski, S. Pothier, \"Everyday\" and \"Scientific\": Rethinking Dichotomies in Modes of Thinking in Science Learning. Part II: Actions of Teachers as They Participate in the Creation of Classroom Encounters With Everyday Matters of Science and Mathematics. K. McClain, The Mathematics Behind the Graph: Discussions of Data. E. Forman, E. Ansell, Creating Mathematics Stories: Learning to Explain in a Third-Grade Classroom. M.L. Blanton, J.J. Kaput, Instructional Contexts That Support Students' Transition From Arithmetic to Algebraic Reasoning: Elements of Tasks and Culture. Part III: Concerns of Curriculum Designers as They Develop Activities Intended to Focus on Everyday Matters of Science and Mathematics. E. Feijs, Constructing a Learning Environment That Promotes Reinvention. J.L. Cartier, C.M. Passmore, J. Stewart, J.P. Willauer, Involving Students in Realistic Scientific Practice: Strategies for Laying Epistemological Groundwork. A.S. Rosebery, \"What Are We Going to Do Next?\": Lesson Planning as a Resource for Teaching. B.L. Sherin, F.S. Azevedo, A.A. diSessa, Exploration Zones: A Framework for Describing the Emergent Structure of Learning Activities.

\"Flipped classroom\" teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students' performance and perception of this new methodology. This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the \"flipped classroom\" methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students' achievements and a post-task survey was also conducted to know the students' perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.

Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education. The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework . This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

There is no doubt that a lesson plan is a necessary product of Lesson Study. However, the collaborative work among teachers that goes into creating that lesson plan is largely under-appreciated by non-Japanese adopters of Lesson Study, possibly because the effort involved is invisible to outsiders, with our attention going to its most visible part, the live research lesson. This paper makes visible the process of lesson planning and the role and function of the lesson plan in Lesson Study, based on case studies conducted by Project IMPULS at Tokyo Gakugei University in three Japanese schools. The paper identifies key features of the planning process in Lesson Study, including its focus on task design and the flow of the research lesson, and offers suggestions for educators seeking to improve Lesson Study outside Japan.

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning, followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal, elementary (5-11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed, providing a rich research perspective. As the use of mobile learning continues to grow, further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.

Students' writing constitutes a topic of major concern due to its importance in school and in daily life. To mitigate students' writing problems, school-based interventions have been implemented in the past, but there is still a need to examine the effectiveness of different types of writing interventions that use robust design methodologies. Hence, the present study followed a longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 370 fourth-grade students (nested in 20 classes). The classes were randomly assigned to four conditions: one comparison group and three writing types of writing interventions (i.e., week-journals, Self-Regulation Strategy Development (SRSD) instruction and SRSD plus Self-Regulated Learning (SRL) program using a story-tool), with five classes participating in each condition. Data supports our hypothesis by showing differences between the treatment groups in students' writing quality over time. Globally, the improvement of students' writing quality throughout time is related to the level of specialization of the writing interventions implemented. This is an important finding with strong implications for educational practice. Week-journals and writing activities can be easily implemented in classrooms and provides an opportunity to promote students' writing quality. Still, students who participated in the instructional programs (i.e., SRSD and SRSD plus story-tool) exhibited higher writing quality than the students who wrote week-journals. Current data did not find statistical significant differences between results from the two instructional writing tools.

With the increasing attention to artificial intelligence (AI) in education, this study aims to examine the overall effectiveness of AI on elementary students’ mathematics achievement using a meta-analysis method. A total of 21 empirical studies with 30 independent samples published between January 2000 and June 2022 were used in the study. The study findings revealed that AI had a small effect size on elementary students’ mathematics achievement. The overall effect of AI was 0.351 under the random-effects model. The effect sizes of eight moderating variables, including three research characteristic variables (research type, research design, and sample size) and five opportunity-to-learn variables (mathematics learning topic, intervention duration, AI type, grade level, and organization), were examined. The findings of the study revealed that mathematics learning topic and grade level variables significantly moderate the effect of AI on mathematics achievement. However, the effects of other moderator variables were found to be not significant. This study also suggested practical and research implications based on the results.