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Practicing Scientific Argumentation Through Social Media

Craig-Hare, J., Rowland, A., Ault, M., & Ellis, J. D. (2017). Practicing Scientific Argumentation Through Social Media. In I. Levin & D. Tsybulsky (Eds.), Digital Tools and Solutions for Inquiry-Based STEM Learning (pp. 82–111). Hershey, PA: IGI Global.

Topic: Scientific Argumentation
Summary: The use of social media in and outside the classroom is increasing in the number of popular applications as well as pervasiveness in our culture. Teachers utilize social media to engage students, connect with experts, and expand their own professional learning. This chapter provides educators with information about the use of social media to support STEM practices. Social media can be used to engage students in active learning and problem-solving through student-posted claims and effective online questioning. Using social media supports the scientific practice of engaging in argument from evidence, as well as emulates how scientists collaborate on their own research and share research findings. Best practices and lessons learned are shared in this chapter, including a case study from a secondary science classroom and suggestions for the use of social media for educator professional learning.

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