Argumentation Activity about the Sense of Vibration: Prediction-Observation-Explanation Strategy Based on the Resources Perspective

摘要: As an attempt to contribute implementing scientific argumentation in classrooms, this study aimed design activity which students were supported engaging the epistemic practices of community. We reinterpreted prediction-observation-explanation strategy based on a resources perspective acknowledge role students’ prior knowledge their construction arguments and consider as active participants with authority. This was intended encourage construct concepts valid justifications conceptual resources. Specifically, consisted three stages: (a) prediction justification: predicting result task justifying prediction; (b) observation: conducting gather first-hand data: (c) explanation reconstructing argument justification. implemented classrooms investigate its practical outcomes students. The able rigorous own, evaluating revising they already possessed data gathered observation stage. results research shed light how develop activities that support agents having ability scientifically arguments.