How Can Teachers and Students Learn to Understand and Use Fragile Evidence?

被引：11

作者：

Bauer, Johannes ^{[1
]}

Berthold, Kirsten ^{[1
]}

Hefter, Markus H. ^{[1
]}

Prenzel, Manfred ^{[1
]}

Renkl, Alexander ^{[1
]}

机构：

[1] Univ Erfurt, Bildungsforsch & Methodenlehre, Nordhauser Str 63, D-99089 Erfurt, Germany

来源：

PSYCHOLOGISCHE RUNDSCHAU | 2017年 / 68卷 / 03期

关键词：

science communication; evidence; argumentation; scientific literacy; instructional support; ARGUMENTATION SKILLS;

D O I：

10.1026/0033-3042/a000363

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Being able to critically evaluate scientific evidence and using it for argumentation are central components of scientific literacy. Both students and teachers should acquire such competences, albeit on different levels. On the basis of theoretical models of science communication, scientific reasoning, and argumentation, we discuss the cognitive and dispositional prerequisites of such competences. In addition, we provide an overview of instructional design principles for supporting their development in schools and teacher education.

引用

页码：188 / 192

页数：5

共 47 条

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