Acknowledgements; Examining the Impact of an Argument-Based Inquiry on the Development of Students' Learning in International Contexts; Section 1: Turkey; Introduction; Planning Process of Argumentation-Based Science Learning; The Role of Big Idea in Argumentation Based Science Inquiry Classrooms; Questioning in Argumentation-Based Inquiry (ABI); Negotiation; The Role of the Language in Argument Based Inquiry (ABI); Section 2: Korea; Introduction; Planning: A Change from Content to Concept; Focusing on the Big Idea; Questions: Creating Questions to Help Learning; Negotiation; Section 3: United States; Introduction; Planning: Shifting from Content to Concepts; Teaching to the Big Ideas of Science: Shifting My Practice; Questions and the Role of Language in Our Teaching; Student Negotiations; Reflecting on What We Have Learned from Teachers in Three International Contexts about Implementing Argument-Based Inquiry; About the Contributors.

The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.