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Argumentation and practical work - An introduction
A scientific
argument uses evidence to make a case for whether a scientific idea should be accepted or rejected. The process of developing, discussing and evaluating these scientific arguments is called argumentation. How this introduction is organised
Quick start guide:
Section 3: The teacher's role in supporting argumentation
Section 4: The student's role in argumentation
Work for Learning͍
References
Argumentation and practical work - an introduction page 2 of 18
Quick start guide to argumentation
Why is argumentation important in the science classroom? development; Argumentation encourages students to use higher order processes; also encouraged higher order processes in thei Argumentation can develop your students' content knowledge; Argumentation can help prepare students for assessment; Argumentation and practical work - an introduction page 3 of 18
What is argumentation?
scientific ar data͘ A warrant is an explanation of how the data supports the claim and therefore Adapted from Osborne, J. et al (2001), and Toulmin (1958) particular categories data and warrant Argumentation and practical work - an introduction page ϰ of 18
The Teacher
In the classroom:
Plan to establish effective small group work:
The Lesson
Different ways in which argumentation relates to practical work.
CLASSIFICATION
PREDICT, OBSERVE, EXPLAIN
Using data to create
and suggest groupings Using data to place items into given groups Developing explanations for phenomena
ANALYSING AND INTERPRETING DATA
Comparing
two sets of data
Evaluating
the reliability of an experiment
Assessing at
validity of data
Comparing
two different experimental methods
1) BUILDING AN
ARGUMENT
Built on the
argumentation tool (Toulmin 1958)
Developed through group discussion
ARGUMENT AND REASONING
Argument links evidence (data) to a claim
A good argument will explain why a particular claim is should be accepted and why others should not
2) COUNTER ARGUMENT
Opposing arguments
Can be addressed in small
group discussion and written work
Encourage students into
critical engagement
DIFFERENTIATION
Students of middle and low ability may
struggle combining, and understanding difference between, data and warrant
These two terms can be considered
together as "justification"
Toulmin (1958)
ARGUMENTATION - Central to the Lesson
Argumentation and practical work - an introduction page 5 of 18 Section 1: How is argumentation different to other related concepts? constructed and explanations are developed through a process of discussion
Argumentation
Explanation
Argumentation and practical work - an introduction page ϲ of 18 Section 2: What does argumentation look like in practice?
Scientific a
from Toulmin's model of argumentation
A Simple Model
(Toulmin 1958) Data: the evidence and facts used to support the claim Chelsea is a better football team than Arsenal [claim]. It has won more football matches at home and away [data] because its players have superior skills [warrant]. (Osborne, Erduran and Simon 2004b) consider these together and think of them as justification͘
A Complex Model
Argumentation and practical work - an introduction page 7 of 18 Seeing because light enters the eye makes more sense [claim]. We can't see when there is no light at all [data]. If something was coming out of our eyes, we should always be able to see even in the pitch dark [rebuttal]. Sunglasses stop something coming in , not something going out [data]. The only reason you have to look towards something to see it is because you need to catch the light coming from that direction [rebuttal]. The eye is rather like a camera with a light-sensitive coating at the back, which picks up light coming in, not something going out [warrant] (Osborne, Erduran and Simon 2004b)
Complexity of arguments
social or ethical Argumentation and practical work - an introduction page 8 of 18 increases it is Adapted from Science in Society (Nuffield Foundation, 2012). Argumentation and practical work - an introduction page ϵ of 18
Section 3: The teacher's role in
supporting argumentation lessons
Category of
Argumentation Teacher facilitates by......
Talking and listening Encouraging discussion
Encouraging listening
argument Defining argument
Exemplifying (modelling) argument
Positioning Encouraging students to share ideas
Encouraging positioning
Valuing different positions
Argumentation and practical work - an introduction page 10 of 18 evidence Checking evidence base of students
Providing evidence for students
Prompting and emphasising justification
Encouraging further justification
(e.g. by playing devil's advocate) arguments Using writing/speaking frame
Encouraging students to make presentations
Using roles
Evaluating
arguments Encouraging evaluation [could focus on use of evidence (process). or nature of evidence (content), or both] See Section 5: Getting critical within argumentation Encouraging students to anticipate counter arguments
Encouraging debate (e.g. through role play)
Reflecting on
argument process Encouraging reflection Argumentation and practical work - an introduction page 11 of 18
Asking students if they have changed their minds
Emphasising and modelling argumentation
Challenging misconceptions
It is important to note that although argumentation is a student -centred
Student:
Teacher:
evidence
Student: Facts
Argumentation and practical work - an introduction page 12 of 18 The process of argumentation aims to demonstrate that scientific explanations
Collaborative group work
se links: teaching The Department of Education document 'Strengthening Teaching and Learning in Science Through Using Different Pedagogies' consists of five teacher self Argumentation and practical work - an introduction page 13 of 18
Section 4: The student's role in argumentation
Does the graph support this
I think he is right (pointing at another
that the Argumentation and practical work - an introduction page ϭϰ of 18 Students evaluating other students' ideas for their strengths and (IDEAS 2004) resource pack͘
I think the rock is
heavier than the last Argumentation and practical work - an introduction page 15 of 18
Section 5: Getting critical within argumentation
The argumentation process involves critiquing and evaluating arguments for cri
Critiquing arguments
Evaluating arguments
criteria to check against:
Success Criteria Comments
Does the evidence support the ĐůĂŝŵ͍ hat a good Argumentation and practical work - an introduction page ϭϲ of 18
Section 6: How does a
rgumentation link to other aspects of Practical Work for
Learning?
is in fact Argumentation and practical work - an introduction page 17 of 18
References
ÁÁÁXresearch2practice͘
Science Education͕95;ϰͿ͕ ϲϮϳ---ϲϯϴ͘
Journal of Research in
Science Teaching. ϯϯ;ϯͿ͕ϯϭϵ-ϯϯϯ͘
Talking Science: Improving KS2/3 transition
through an argument aspx
International Journal of Science Education
Nuffield Foundation
Science Education
Argumentation and practical work - an introduction page 18 of 18 recommendations International Journal of Science Education. Ϯϴ;ϮͿ͕ 235-ϮϲϬ͘
Developing
Teaching, 47
Journal of Research
in Science Teaching , 39 ;ϭͿ͕ϯϱ-ϲϮ͘quotesdbs_dbs5.pdfusesText_10
Argumentation and practical work An introduction