Common Core State Standards for ELA/Literacy and Next Generation Science Standards
Convergences and Discrepancies Using Argument as an Example
Bibliographic Data
| ID | 9733720 |
|---|---|
| Authors | Okhwa Lee (0000-0003-3551-1583, New York University, corresponding author), Okhee Lee (New York University, New York, NY) |
| Year | 2017 |
| Volume | 46 |
| Issue | 2 |
| Pages | 90-102 |
| Publication date | 2017-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x17699172 |
| OpenAlex | W2611420629 |
| Language | EN |
| Citations received | 18 |
| References cited | 56 |
As the Common Core State Standards (CCSS) for English language arts (ELA)/literacy and the Next Generation Science Standards (NGSS) highlight connections across subject areas, convergences and discrepancies come into view. As a prominent example, this article focuses on how the CCSS and the NGSS treat “argument,” especially in Grades K–5, and the extent to which each set of standards is grounded in research literature, as claimed. Analysis of both sets of standards and relevant bodies of research literature on argument in ELA/literacy and science education indicates that what counts as argument (i.e., disciplinary norms) and when argument is expected developmentally and whether children are capable of engaging in argument (i.e., developmental progressions) differ substantially and often contradict. Such discrepant information presents a dilemma to practitioners, especially classroom teachers who are faced with the real-time work of resolving these differences in their classrooms. I consider implications for classroom teaching and recommendations for educational policies and research agenda
Academic standards · Argument (complex analysis · Dilemma · Discipline · Epistemology · Higher education · Language arts · Literacy · Mathematics education · Next Generation Science Standards · Pedagogy · Political science · Science education · Scientific Literacy · Set (abstract data type · Social science · Sociology · Computer Science · Education and Technology Integration · Law · Psychology · Reading and Literacy Development · Science Education and Pedagogy
Using chatbots to scaffold EFL students’ argumentative writing
Disciplinary Literacy in STEM
Peer leadership in collaborative argumentative writing
Toward an integrative framework for understanding multimodal L2 writing in the content areas
“We observed that the magnetic field is stronger than gravity”
Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions
Acting with epistemic agency
Next generation sheltered instruction to support multilingual learners in secondary science classrooms
Professional development to support principals' vision of science instruction
Unpacking the language demands in academic content and English language proficiency standards for English learners
Expanding Argument Instruction
The progression of collaborative argumentation among English learners
Wida English Language Development Standards Framework, 2020 Edition
From Novice Storytellers to Persuasive Arguers
English Language Proficiency Standards Aligned With Content Standards
Aligning English Language Proficiency Standards With Content Standards
Culturally sustaining disciplinary language and literacy instruction for Hmong-American children
Queering the Common Core (and the NGSS)
The Uses of Argument
Argument to Foster Scientific Literacy
TAPping into argumentation
Classroom communities' adaptations of the practice of scientific argumentation
A learning progression for scientific argumentation
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
Informal reasoning regarding socioscientific issues
Disciplinary authority and accountability in scientific practice and learning
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
The Snowball Phenomenon
Enhancing the quality of argumentation in school science
Assessment of the ways students generate arguments in science education
Improvements to elementary children's epistemic understanding from sustained argumentation
Argumentation in Science Education
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Teaching Writing to Elementary Students in Grades 4–6
Teaching and Learning Argumentative Reading and Writing
The Elementary Persuasive Letter
Student Argumentative Writing Knowledge and Ability at Three Grade Levels
Argumentative text writing
Teaching Argument and Explanation to Prepare Junior Students for Writing to Learn
Organizing Research and Development at the Intersection of Learning, Implementation, and Design
Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions
Improving Children’s Competence as Decision Makers
Science Education in Three-Part Harmony
| Unique citing works | 18 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2018 - 2023 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 18 |