Argumentation in Middle & High School

Science

Victor SampsonAssistant Professor of Science Education

School of Teacher Education and FSU-TeachFlorida State University

Patrick EnderleAssistant in Research

Learning Systems Institute

Florida State University

Jonathon GroomsAssistant in Research

Learning System Institute

Florida State University

What is argumentation?

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

Did you know that argumentation is a major

emphasis in the NGSSS for Science?

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.

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

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.

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 Subjects1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

• Speaking and Listening4. 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

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…

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”

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”

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

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

ADI and CCSS-ELA Alignment

ADI and NGSS Framework Alignment

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

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

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

Stage 3: Each group analyzes their data and crafts a tentative argument

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

Stage 5: The teacher leads a reflective and explicit discussion about the content, the

quality of the students’ investigations, and nature of scientific inquiry

Stage 6: Students write an investigation report to encourage both ‘writing to learning’ and

‘learning to write’ in science

Stage 7: The reports go through a double blind group peer review

Stage 8: Students revise and submit their reports to

the teacher

Questions about ADI or our Research?

Victor Sampsonvsampson@fsu.edu

http://adi.lsi.fsu.edu

Jonathon Groomsjgrooms@fsu.edu

Patrick Enderlepatrick.enderleadi@

gmail.com