Practicing Scientific Argumentation Through Social Media

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Author(s): Jana Craig-Hare (University of Kansas, USA), Amber Rowland (University of Kansas, USA), Marilyn Ault (University of Kansas, USA)and James D. Ellis (University of Kansas, USA)
Copyright: 2017
Pages: 30
Source title: Digital Tools and Solutions for Inquiry-Based STEM Learning
Source Author(s)/Editor(s): Ilya Levin (Tel Aviv University, Israel)and Dina Tsybulsky (Tel Aviv University, Israel)
DOI: 10.4018/978-1-5225-2525-7.ch004

Keywords: Education / Educational Technologies / Information Science Reference / STEM Education

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Abstract

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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