Enhancing Argumentation with Social Media: Supporting Teacher Professional

这个探索性的建议是研究和开发专业的学习活动，以帮助高中教师利用现有的和新兴的社会媒体来教授科学论证。该项目回应了新标准中对科学论证的日益重视。参与者包括一组九年级和十年级的生命科学教师，他们作为共同研究人员与项目工作人员合作，在设计研究中开发一个社会媒介科学单元。它还制定策略、工具和在线材料，以支持教师开发将新兴技术融入科学教学所需的教学、内容和技术知识。这个项目关注的是学生在日常生活中经常使用的灵活的社交媒体网站，如Facebook、Twitter和Instagram。研究问题探讨了社会媒体技术和支持学生参与科学论证所需的教学法。三年级试点分析提供了专业学习模式的数据。该项目为将这种教学和专业学习模式扩展到其他核心科学内容、跨领域主题和STEM实践提供了基础。

This exploratory proposal is researching and developing professional learning activities to help high school teachers use available and emerging social media to teach scientific argumentation. The project responds to the growing emphasis on scientific argumentation in new standards. Participants include a team of ninth and tenth grade Life Science teachers collaborating as co-researchers with project staff in a design study to develop one socially mediated science unit. It also produces strategies, tools and on-line materials to support teachers' development of the pedagogical, content, and technological knowledge needed to integrate emerging technologies into science instruction. This project focuses on the flexible social media sites such as Facebook, Twitter and Instagram that students frequently use in their everyday lives. Research questions explore the technology of social media and the pedagogy needed to support student engagement in scientific argumentation. The Year Three pilot analyses provide data on the professional learning model. The project provides a basis for scale-up with this instructional and professional learning model to other core science content, cross-cutting themes, and STEM practices.