Transcript of Argumentation in Middle & High School Science Victor Sampson Assistant Professor of Science...
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- Argumentation in Middle & High School Science Victor
Sampson Assistant Professor of Science Education School of Teacher
Education and FSU-Teach Florida State University Patrick Enderle
Assistant in Research Learning Systems Institute Florida State
University Jonathon Grooms Assistant in Research Learning System
Institute Florida State University
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- What is argumentation?
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- Argumentation is the process of proposing, supporting,
evaluating, and refining claims Argumentation is scientific in
nature when people propose, support, evaluate, and refine claims
based on criteria that are valued in science
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- Did you know that argumentation is a major emphasis in the
NGSSS for Science?
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- SC.912.N.1.4: Recognize that the strength or usefulness of a
scientific claim is evaluated through scientific argumentation,
which depends on critical and logical thinking, and the active
consideration of alternative scientific explanations to explain the
data presented.
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- It will be an even bigger emphasis in the new common core
science standards based on the recommendations made in: A Framework
for K-12 Science Education: Practices, Crosscutting Concepts, and
Core Ideas
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- Framework for the Next Generation Science Standards Practice 7:
Engaging in Argument from Evidence - Construct a scientific
argument showing how the data support the claim. - Identify
possible weaknesses in scientific arguments, appropriate to the
students level of knowledge, and discuss them using reasoning and
evidence. - Identify flaws in their own arguments and modify and
improve them in response to criticism. - Recognize that the major
features of scientific arguments are claims, data, and reasons and
distinguish these elements in examples. - Explain the nature of the
controversy in the development of a given scientific idea, describe
the debate that surrounded its inception, and indicate why one
particular theory succeeded. - Explain how claims to knowledge are
judged by the scientific community today and articulate the merits
and limitations of peer review and the need for independent
replication of critical investigations. - Read media reports of
science or technology in a critical manner so as to identify their
strengths and weaknesses.
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- Common Core ELA Reading in Science and Technical Subjects 8.
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance
and sufficiency of the evidence Writing in Science and Technical
Subjects 1. Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and
sufficient evidence Speaking and Listening 4. Present information,
findings, and supporting evidence such that listeners can follow
the line of reasoning and the organization, development, and style
are appropriate to task, purpose, and audience
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- Common Core Mathematics Standards for Mathematical Practice 3.
Construct viable arguments and critique the reasoning of others
Mathematically proficient students understand and use stated
assumptions, definitions, and previously established results in
constructing arguments. They make conjectures and build a logical
progression of statements to explore the truth of their
conjectures. They are able to analyze situations by breaking them
into cases, and can recognize and use counterexamples. They justify
their conclusions, communicate them to others, and respond to
arguments of others. They reason inductively about data, making
plausible arguments that take into account the context from which
the data arose. Mathematically proficient students are also able to
compare the effectiveness of two plausible arguments
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- Why is argumentation such a focus in these documents? The
literature suggests that students need to learn more about the
central role argumentation plays in science learning about
scientific argumentation
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- Why is argumentation such a focus in these documents? The
literature also suggests that students can develop many aspects of
science proficiency by engaging in argumentation learning from
scientific argumentation
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- People that are proficient in science Know important scientific
explanations about the natural world and can use these explanations
to solve problems; Can create and evaluate scientific explanations
and arguments; Understand the nature of scientific knowledge and
how this knowledge develops over time; and, Can participate in
scientific practices and the discourse of science. Duschl, R.,
Schweingruber, H., & Shouse, A. (Eds.). (2007). Taking science
to school: Learning and teaching science in grades K-8. Washington,
DC: National Academies Press
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- One way to help students learn how to participate in
argumentation (and help them develop science proficiency at the
same time) is to use an instructional approach called...
Argument-Driven Inquiry
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- ADI and CCSS-ELA Alignment
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- ADI and NGSS Framework Alignment
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- Argument-Driven Inquiry is a way to make lab activities more
authentic and educative for students It consists of eight stages
Teachers design their own labs using this model - just like a
teacher uses a model to design a lecture or other type of
lesson
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- Stage 1: Introduce the task and the guiding question Teachers
use a handout that includes: The research question Materials that
can be used Hints or things to think about
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- Stage 2: Students work in groups to develop a method that they
can use to gather the data they need. They then implement their
method and collect data. Students have an opportunity to use
technology to gather and analyze data during this stage of the
model
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- Stage 3: Each group analyzes their data and crafts a tentative
argument
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- Stage 4: Students present their tentative arguments to their
peers. The students are encouraged to discuss and critique the
claim, evidence, and justification of the evidence included in each
argument
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- Stage 5: The teacher leads a reflective and explicit discussion
about the content, the quality of the students investigations, and
nature of scientific inquiry
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- Stage 6: Students write an investigation report to encourage
both writing to learning and learning to write in science
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- Stage 7: The reports go through a double blind group peer
review
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- Stage 8: Students revise and submit their reports to the
teacher
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- Questions about ADI or our Research? Victor Sampson
vsampson@fsu.ed u http://adi.lsi.fsu.edu Jonathon Grooms
jgrooms@fsu.edu Patrick Enderle patrick.enderleadi@gmail.c om