Professional Learning

Sunstones at The Lawrence

Learning to Teach to Argue: Case Studies in Professional Learning in Evidence-Based Science Writing

The emphasis on scientific practices articulated by the National Research Council framework and the Next Generation Science Standards requires significant pedagogical shifts for U.S. science teachers. This study provides a rare window into the challenges and opportunities teachers encounter as they introduce argument writing into their science classrooms with support from the National Writing Project’s Inquiry into Science Writing project.