1. Science Teaching Handbook: Ch 14, 16 - 19 Research Papers: Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020. and Kali, Y. (2003). A virtual journey within the rock-cycle: A software kit for the development of systems-thinking in the context of the earth's crust. Journal of Geoscience Education, 51(2), 165-170. Handbook: Ch 14, 16 - 19 Research Papers: Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020. and Kali, Y. (2003). A virtual journey within the rock-cycle: A software kit for the development of systems-thinking in the context of the earth's crust. Journal of Geoscience Education, 51(2), 165-170.

2. Handbook: Chapter 14 General Instructional Methods and Strategies by David F. Treagust  Brandon’s Thoughts Brandon’s Thoughts  Brandon’s Thoughts Brandon’s Thoughts

3. Handbook: Chapter 16 Discourse in Science Classrooms by Gregory J. Kelly  Asli’s Thoughts Asli’s Thoughts  Asli’s Thoughts Asli’s Thoughts

4. Handbook: Chapter 17 Digital Resources Versus Cognitive Tools: A Discussion of Learning Science with Technology by Nancy Butler Songer  Emily’s Thoughts Emily’s Thoughts  Emily’s Thoughts Emily’s Thoughts

5. Handbook: Chapter 18 Elementary Science Teaching by Ken Appleton  Lis’ Thoughts Lis’ Thoughts  Lis’ Thoughts Lis’ Thoughts

6. Handbook: Chapter 19 Interdisciplinary Science Teaching by Charlene M. Czerniak  Donna’s Thoughts Donna’s Thoughts  Donna’s Thoughts Donna’s Thoughts

7. Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020.  Purpose  Identify some of the pedagogical strategies necessary to promote “argument” skills in young people in science lessons.  Trial the pedagogical strategies and determine the extent to which their implementation enhances teachers’ pedagogic practice with “argument.”  Determine the extent to which lessons that follow these pedagogical strategies lead to enhanced quality in students’ arguments.  The main goal: to develop materials that can be used to support argumentation in the classroom.  Purpose  Identify some of the pedagogical strategies necessary to promote “argument” skills in young people in science lessons.  Trial the pedagogical strategies and determine the extent to which their implementation enhances teachers’ pedagogic practice with “argument.”  Determine the extent to which lessons that follow these pedagogical strategies lead to enhanced quality in students’ arguments.  The main goal: to develop materials that can be used to support argumentation in the classroom.

8. Osborne, J., Erduran, S., & Simon, S. (2004). Continued  Methodology  Created an argument criteria based on Toulmin’s Argument Pattern.  The research occurred in two phases:  1) Focus on “developing the skills of the teachers and the materials for use in argument-based lessons” (p. 1000). The authors analyzed transcripts from video and audio recordings made at the beginning of year one and year two. TAP was utilized to determine the teachers’ use of argumentation and to measure their progress at argumentation.  2) In the second year of the project, a subset of the original 12 teachers was chosen to continue in the project. The focus was on recordings and transcripts of discussions by students to “determine whether there was any improvement in the quality or quantity of student argument” (p. 1000).  Methodology  Created an argument criteria based on Toulmin’s Argument Pattern.  The research occurred in two phases:  1) Focus on “developing the skills of the teachers and the materials for use in argument-based lessons” (p. 1000). The authors analyzed transcripts from video and audio recordings made at the beginning of year one and year two. TAP was utilized to determine the teachers’ use of argumentation and to measure their progress at argumentation.  2) In the second year of the project, a subset of the original 12 teachers was chosen to continue in the project. The focus was on recordings and transcripts of discussions by students to “determine whether there was any improvement in the quality or quantity of student argument” (p. 1000).

9. Osborne, J., Erduran, S., & Simon, S. (2004). Continued  Results  The authors’ interventions showed that young children’s quality of argumentation can be increased.  Students’ arguments improved more in a socioscientific context than in a scientific context.  From the beginning to the end of the intervention, students’ arguments increased in quality  Results  The authors’ interventions showed that young children’s quality of argumentation can be increased.  Students’ arguments improved more in a socioscientific context than in a scientific context.  From the beginning to the end of the intervention, students’ arguments increased in quality

10. Osborne, J., Erduran, S., & Simon, S. (2004). Continued  Conclusion  Much was learned about how to facilitate argumentation in the classroom - both in terms of materials and pedagogical strategies required.  Work with the teachers has led to a change in practice that shows teachers can adapt, change, and implement innovative practices in the classroom, which can change the discourse in the classroom.  The modified TAP can help teachers assess students’ argumentation easier.  Conclusion  Much was learned about how to facilitate argumentation in the classroom - both in terms of materials and pedagogical strategies required.  Work with the teachers has led to a change in practice that shows teachers can adapt, change, and implement innovative practices in the classroom, which can change the discourse in the classroom.  The modified TAP can help teachers assess students’ argumentation easier.

11. Kali, Y. (2003). A virtual journey within the rock-cycle: A software kit for the development of systems-thinking in the context of the earth's crust. Journal of Geoscience Education, 51(2), 165-170.  Purpose  To help students who have already learned about the rock cycle develop a cyclic and dynamic understanding of the rock cycle through the use of a computer game, “A Virtual Journey within the Rock Cycle”.  Theoretical Framework  Systems thinking based on Kali et al (2003).  Purpose  To help students who have already learned about the rock cycle develop a cyclic and dynamic understanding of the rock cycle through the use of a computer game, “A Virtual Journey within the Rock Cycle”.  Theoretical Framework  Systems thinking based on Kali et al (2003).

12. Kali, Y. (2003). Continued  Methodology  The game was created to encourage the students to “recall the pieces of knowledge previously gained about the rock cycle, and integrate these pieces into a holistic view of the system” (p. 169). The software was used in several junior high and senior high school classes.  Methodology  The game was created to encourage the students to “recall the pieces of knowledge previously gained about the rock cycle, and integrate these pieces into a holistic view of the system” (p. 169). The software was used in several junior high and senior high school classes.

13. Kali, Y. (2003). Continued  Preliminary results are as follows:  1) Students were excited about the software and played it during their free time,  2) Collaborative work was fostered,  3) Use of the software encouraged students to recall previously learned information,  4) Playing the game occurred in stages, where first the students attempted trial and error and lost, then moved toward a more sophisticated interaction with the program,  5) The teacher played a mediator role.  Preliminary results are as follows:  1) Students were excited about the software and played it during their free time,  2) Collaborative work was fostered,  3) Use of the software encouraged students to recall previously learned information,  4) Playing the game occurred in stages, where first the students attempted trial and error and lost, then moved toward a more sophisticated interaction with the program,  5) The teacher played a mediator role.

14. Kali, Y. (2003). Continued  Further study is planned to  "a) reexamine the preliminary findings,  b) find optimal manners of implementing the software, and  c) assessing its effect on students' system thinking in the context of the rock-cycle" (p. 170).  Further study is planned to  "a) reexamine the preliminary findings,  b) find optimal manners of implementing the software, and  c) assessing its effect on students' system thinking in the context of the rock-cycle" (p. 170).