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Argumentation in Science

Argumentation in Science. Dr. Christine Lotter. Scientific Practices. Asking questions Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics, information and computer technology, and computational thinking

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Argumentation in Science

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  1. Argumentation in Science Dr. Christine Lotter

  2. Scientific Practices • Asking questions • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics, information and computer technology, and computational thinking • Constructing explanations • Engaging in argument from evidence

  3. Adélie penguins • Adélie penguins breed on rocky Antarctic beaches in colonies of up to hundreds of thousands. • Their breeding grounds must meet certain conditions: • gentle, ice-free slopes where the penguins can build nests out of small stones • close to open water so that the penguins can reach their food (krill and fish). • Generally located on rocky coasts where strong winds and currents break up the sea ice and push it away from the continent, giving the penguins easy access to their food. Images from http://www.siec.k12.in.us/~west/proj/penguins/adelie.html

  4. Ross Island • Off the coast of Antarctica • hosts several Adélie colonies • the colonies have not always been located there. • Researchers have found that the current favorable conditions are relatively new and that the Ross Island colonies were likely established only within the past 1,000 years. Pictures from http://www.landcareresearch.co.nz/research/ecosystems/penguins/index.asp

  5. I am a Climatologist with the Intergovernmental Panel on Climate change in Geneva, Switzerland. I study long term patterns in climate. • My colleagues and I have researched changes in air temperatures on the Antarctic Peninsula since 1947. • We have observed that although air temperatures on the Peninsula cycle up and down, they have increased overall. We think this may be occurring due to greenhouse gases, but we are unsure of the impacts on the Antarctic ecosystem.

  6. Air temperature rising on Antarctic Peninsula

  7. Scientist Groups • Each table (groups of 4-5) represents a different group of scientists (you all have information on the Adélie penguins) • Oceanographers (Tables 1, 6, 12) • Meteorologists (Tables 2, 5, 11) • Marine ecologists (Tables 3, 8, 10) • Fisheries biologist (Tables 4, 7, 9) • Your team’s job is to describe the effects of warming on the Adélie penguins through an investigation of your collected data (on handouts).

  8. Scientist Group Goals • Fill out the “My Argument” sheet as a group to outline your argument • My position is that our data supports/does not support our claim that global warming is having a negative/positive influence on the (ecosystem, reproduction, etc.) of Adélie penguins. • Graph your data on the large paper • Summarize your argument on the large paper (work together to form the best argument)

  9. Arguments can be expanded and thereby improved by considering MULTIPLE LINES OF EVIDENCE or MULTIPLE PERSPECTIVES. • Multiple Perspectives:

  10. Visit another scientist group • Go over to a table next to you that has a different set of data and share your data and argument on your large piece of paper. • How does the new data change your position • What new questions do you have? • Could other scientist groups answer your questions? • If you have time, visit another group and revise your argument

  11. Scientific Practices • Analyzing and interpreting data • Using mathematics • Constructing explanations • Engaging in argument from evidence

  12. Next Generation Science Standards • Students who demonstrate understanding can: • generate and revise qualitative explanations from data for the impacts on Earth's systems that result from increases in human population and rates of consumption. • Students who demonstrate understanding can: • Design engineering solutions for stabilizing changes to communities by: (1) using water efficiently, (2) minimizing human impacts on environments and local landscapes by reducing pollution, and (3) reducing the release of greenhouse gases. • Students who demonstrate understanding can: • Use evidence to support arguments that changing any physical or biological component of an ecosystem may result in shifts  in the populations of species in the ecosystem.

  13. How can you enhance the quality of argument in your classroom? • Create an environment in which student comments and opinions are valued. • Expect student contributions to classroom discourse. • Provide plenty of opportunities for students to practice argumentation skills. • Explicitly discuss the nature of high quality argumentation. • Provide opportunities for students to evaluate arguments and data.

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