In lieu of an abstract, here is the article's first paragraph:
To learn the critical skill of scientific argumentation, students need learning experiences that involve constructing evidence-based explanations. Students often struggle to propose, support, critique, refine, justify, and defend a scientific position (Llewellyn 2013). This article describes a lesson in which biology students are challenged to support their claims with evidence-based reasoning as they research the thermoregulation of dinosaurs.
Llewellyn, Douglas and Ullock, Caitlin (2017). "The Case of Dinosaur Metabolism." The Science Teacher 84.6, 31-36.
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This article was published in The Science Teacher and is posted with permission.
The article can also be found online through the National Science Teachers Association: https://mydigitalpublication.com/display_article.php?id=2847061&view=428451