PT  - JOURNAL ARTICLE
AU  - Quinlan, Catherine L.
TI  - Exploring Data to Learn about the Nature of Science
AID  - 10.1525/abt.2016.78.5.404
DP  - 2016 May 01
TA  - The American Biology Teacher
PG  - 404--409
VI  - 78
IP  - 5
4099  - http://abt.ucpress.edu/content/78/5/404.short
4100  - http://abt.ucpress.edu/content/78/5/404.full
AB  - Biology is often taught as disconnected facts, even though the subject itself provides a holistic approach to the study of life, particularly through the overarching frame of evolution. The Framework for K–12 Science Education and Next Generation Science Standards promote a coherent approach to science that uses a developmental approach to learning. This is consistent with the use of data, reflective strategies, and a research inquiry approach that encourages students to confront their own thinking and reasoning, and thus encourages the engagement of argumentation in the classroom. This article presents narratives and classroom scenarios that might provide insights into learning strategies, with implications for a more cohesive approach to learning both biology concepts and the practices of science.