@inproceedings{e7b693d9903a439b916805153ad4097a,
title = "Argumentation with Summary Tables in Geoscience Learning",
abstract = "In this study, we examine the interactions and discourse of a middle school classroom as they use a Summary Table to scaffold the generation of scientific arguments during the implementation of an online plate tectonics curriculum. Creating time and space for scientific discourse provided students with sense-making opportunities around complex science ideas to support their explanations of the phenomenon. The Summary Table scaffolded the development of increasingly sophisticated explanations by structuring students' observations to connect with the driving question of the unit. Specifically, the Summary Table supported small and whole group discussions positioning students to argue and partake in open critique of their claims and evidence in increasingly public ways as they develop sophisticated science explanations.",
author = "Bateman, \{Kathryn M.\} and Brandin Conrath and Scott McDonald and Amy Pallant",
note = "Publisher Copyright: {\textcopyright} ISLS.; 16th International Conference of the Learning Sciences, ICLS 2022 ; Conference date: 06-06-2022 Through 10-06-2022",
year = "2022",
language = "English (US)",
series = "Proceedings of International Conference of the Learning Sciences, ICLS",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "1025--1028",
editor = "Clark Chinn and Edna Tan and Carol Chan and Yael Kali",
booktitle = "International Collaboration toward Educational Innovation for All",
}