" برنامج إثرائی قائم على المشروعات التکاملیة فی مادة العلوم فی تنمیة بعض مهارات القرن الحادی والعشرین لدى تلامیذ المرحلة الإعدادیة" The Effectiveness of an Enrichment Program based on Integrative Projects in Science in developing some of the Twenty-first Century Skills among Middle School Students

This chapter is a demonstration of how to use geospatial technologies to promote middle school students' abilities to think critically and to argue persuasively on socioscientific issues. Forty-three sixth grade students from a summer enrichment program operated by a non-profit organization in the northeastern United States participated in this study. The duration of this curricular unit took place over five consecutive 1-hour period blocks. The researcher utilized qualitative procedures to analyze the students' abilities to think critically and to argue persuasively on socioscientific issues. The results indicate that the students' background knowledge on the impact of human activities on climate change was enhanced with the use of videos, graphics, audio-visuals, and other hands-on activities. Additionally, the knowledge the students gained from the events in this investigation enhanced their abilities to propose convincing arguments in opposition or support for the socioscientific issues investigated.

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Teaching Newton’s Laws to Urban Middle School Students in a College-Based Science Enrichment Program

Journal of Curriculum and Instruction ◽

10.3776/joci.2011.v5n1p54-67 ◽

2011 ◽

Vol 5 (1) ◽

Cited By ~ 3

Author(s):

Angela M Kelly ◽

Ross Kennedy-Shaffer

Keyword(s):

Middle School ◽

Middle School Students ◽

School Students ◽

Urban Middle School ◽

Enrichment Program ◽

Newton’S Laws ◽

Science Enrichment ◽

Urban Middle School Students

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Using Socioscientific Issues to Enhance Evidence-Based Reasoning Among Middle School Students

Handbook of Research on Critical Thinking and Teacher Education Pedagogy - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7829-1.ch009 ◽

2019 ◽

pp. 150-176 ◽

Cited By ~ 2

Author(s):

Wardell Anthony Powell ◽

Danielle Fuchs

Keyword(s):

Middle School ◽

Middle School Students ◽

Socioscientific Issues ◽

Evidence Based ◽

School Students ◽

Non Profit ◽

Post Test ◽

Enrichment Program ◽

The Impact ◽

Argumentation Quality

This study investigated the implementation of a socioscientific issue curricular unit that was designed to enhance evidence-based reasoning among middle school students. Forty-three middle school students (11-12 years old; 20 males, 23 females) from a summer enrichment program operated by a non-profit organization in the northeastern United States participated in this study. The duration of this curricular unit took place over five consecutive 1-hour period blocks. The researchers utilized qualitative procedures to analyze students' abilities to engage in evidence-based reasoning and the impact it might have on students' argumentation quality on whether the air we breathe makes us sick. Comparison of the findings from pre-test and post-test indicate that students were able to use evidence-based reasoning to enhance their argumentation quality. The results from this investigation suggest that perhaps the use of socioscientific issues as a critical pedagogical tool does enhance students' abilities to engage in evidence-based reasoning.

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