Argumentation. Teachers tend to avoid all forms with students, yet argumentation is one of the most important skills we can instill in them. No, it isn’t the kind of arguing over recess or snack time, although those are both excellent examples if done correctly. We’re talking about facilitating student discourse as they defend their learning using evidence.
The core premise of NGSS is to teach students to think and work like scientists and engineers. In fact, it is one of the Science and Engineering Practices. Why? Simply put, this is the way scientists and engineers can back up their theories or solutions to problems.
When Albert Einstein published his theory on general relativity, he upended Isaac Newton’s centuries-old accepted theory of gravity. Scientists rushed to gather evidence to refute his theory or find the flaws in it. Tests done in 1915 during a total eclipse actually proved Einstein correct, but scientists have still tested his theory for over 100 years. This isn’t unusual. Cutting edge ideas are treated with skepticism, especially when they challenge our current understanding of a concept. As new learning becomes public, scientists engage in argumentation to challenge each other based on the evidence that led to the new theory. Other scientists may have a different set of evidence that refutes the new theory. Each side is a cheerleader for their own evidence and argumentation allows all sides to present their reasoning behind the evidence collected. Argumentation can be done in labs, symposiums, or in published articles. Who said scientists were boring! Argumentation is the backbone of their work.
Science isn’t the only area where argumentation based on evidence is integral to the work. Engineers also engage in argumentation as they put forth ideas on their solution to problems. Colleagues next examine the possible solution for flaws and discuss their own ideas. The engineer can subsequently take the information gathered and either reject it or take the suggestions to improve her design.
Argumentation is a crucial practice for scientists and engineers. It is for our students as well. Just like scientists and engineers, argumentation allows students to use evidence and reasoning to support their claim. They learn to question other’s evidence and detect flaws in their reasoning. Students also learn more from engaging in dialogue about data, their investigations and defending their learning. Researchers for the Next Generation Science Standards found argumentation so important that it became the seventh of the Science and Engineering Practices.
NGSS has several goals for students to accomplish in argumentation by Grade 12. They include:
- Construct a scientific argument showing how data support a 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.
What are the Different Elements that Make-Up Argumentation?
Using argumentation in the classroom is a valuable strategy to enhance student achievement in science, but it must be carefully planned and taught well. According to Learning Design Group’s Argumentation Toolkit, there are several elements that promote excellent skills in argumentation. One of the most important parts of this strategy is for the teacher to make sure any activity has a high cognitive engagement, which may mean adapting curricular materials so students must use critical-thinking skills to solve a problem. Doing this will increase the likelihood of students using “high-quality evidence.” The second element of argumentation is using clear reasoning from that evidence to support a claim. Next, the process has to be interactive so students can add on to or find flaws in another’s ideas. This is the element where some students may even change their claims based on critiques or other evidence presented. It’s important to use this strategy at a point where students have differing claims as well. If these elements are put in place, students will have lively discussions and a great learning experience!
Resources:
“The Argumentation Toolkit.” The Argumentation Toolkit, www.argumentationtoolkit.org
Cartier, Jennifer L., et al. 5 Practices for Orchestrating Productive Task-Based Discussions in Science. National Council of Teachers of Mathematics, 2013.
Next Generation Science Standards. National Academies Press, 2013.