“I just know it.” “I figured it out in my head.” As teachers, we often get this response when asking students to tell about their thinking. We rely on our students more and more to reveal the thinking processes used to arrive at their conclusions, yet students generally struggle to describe exactly how and why they arrived at their solution. We understand that sharpening critical-thinking skills in students is crucial. That’s why implementing argumentation in the classroom is one of the best strategies around.
In the previous post, we examined argumentation and its components. We outlined how scientists and engineers use this strategy constantly in their work. As we translate argumentation to the classroom, the sheer importance of using this strategy in developing critical-thinking skills becomes apparent.
Argumentation Is A Component of Science
Now, let’s get down to it. What IS so vital about argumentation? In the last post, we covered how scientists and engineers use it to reflect on, defend, and even adjust their ideas. In short, argumentation is an essential part of a scientific investigation in our classrooms. When students are using claim and solid evidence to try to convince others or refute others’ claims, they are participating in the main aspect of science learning.
Argumentation Provokes Deep Thinking
According to the Lawrence Hall of Science, engaging in argumentation results in greater content learning. Making claims using evidence and critiquing each other’s assertions demand students understand the content on a deeper level.
Argumentation is a social strategy that involves all students, regardless of learning style. As students construct an understanding of the natural world, the research found students transfer that knowledge to other areas. Instead of memorizing a list of science facts, students apply what they learn to the bigger concepts outlined in the NGSS Standards.
Students love argumentation! The research also found that students were more engaged and motivated to dig deeper when the strategy was used in science class. This was particularly true for middle school students.
Argumentation is Cross Curricular.
Not only is argumentation a major science practice, it’s also an important part of the Common Core ELA and literacy standards. Scientific investigation doesn’t always have to be a hands-on investigation. Sometimes science is about reading an article or book and employing argumentation to facilitate deeper learning about a topic.
Read the seventh Science and Engineering Practice. Then read the Common Core ELA and Literacy Standards for your grade level. Notice any similarities? The standards overlap. In fact, ELA and Literacy Standards asks that argumentation is used across the curriculum to foster critical-thinking skills.
Conclusion
We’ve presented our claim, evidence, and reasoning for using argumentation in the science classroom. It’s one of the best strategies to cultivate scientifically literate citizens who will be able to make important decisions about our society in the future. When you use argumentation, you not only develop deep-thinking about content, but is engaging and appropriate for all students.
Resources:
Almarode, John, et al. Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning. Corwin, a SAGE Publishing Company, 2018.
“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.
Michaels, Sarah, et al. Ready, Set, Science!: Putting Research to Work in K-8 Science Classrooms.
National Academy, 2008.
Next Generation Science Standards. National Academies Press, 2013.