Argumentation in the Science Classroom

1. Argumentation in the Science Classroom Cheryl Dunham Arizona Department of Education

2. Explanation and Argumentation

3. Paraphrase Passport • In your group - after all are done reading. • One person begins by making a comment related to the topic. • The next person to speak must paraphrase the first comment before stating their comment. * • After paraphrasing the prior comment, the group member can add their comment. • Repeat the process (paraphrasing the person before you and adding your comment) continue for a predetermined time, or until the topic has been thoroughly discussed. * It helps if one person designated to facilitate this process.

4. Next Generation Science StandardsConnection between Constructing Explanations and Argument

5. Arizona’s Common Core Standards Arizona Speaking and Listening Standards in Science and Technical Subjects Comprehension and Collaboration 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. 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. Arizona Reading Standards Literacy in Science and Technical Subjects Integration of Knowledge and Ideas 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. Arizona Writing Standards Literacy in Science and Technical Subjects Text Types and Purposes 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

6. Argumentation Logical discourse to tease out the relationship between ideas and evidence Plays a central role in the development, evaluation, and validation of scientific knowledge and is an important practice in science that makes science different from other ways of knowing.

7. CONTEXT SPEAKER ETHOS PURPOSE The situation that generates the need for writing; time period, location, current events, cultural significance Entertain Inform Shock Persuade Educate Call to Action AUDIENCE PATHOS MESSAGE LOGOS CULTURE Age, social class, education, past experience, culture/subculture, expectations

8. When used correctly, logical appeals contain the following elements... • Strong, clear claims • Reasonable qualifiers for claims • Warrants (assumptions) that are valid • Clear reasons for claims • Strong evidence (facts, statistics, personal experience, expert authority, interviews, observations, anecdotes) • Acknowledgement of the opposition Logical Appeal (logos) - the strategic use of logic, claims, and evidence to convince an audience of a certain point. • When used poorly, logical appeals may include… • Over-generalized claims • Reasons that are not fully explained or supported • Logical fallacies (error in reasoning) • Evidence misused or ignored • No recognition of opposing views

9. When used correctly, the writer is seen as... • Well-informed about the topic • Confident in his or her position • Sincere and honest • Understanding of the reader's concerns and possible objections • Humane and considerate Ethical Appeal (ethos) • When used incorrectly, the writer can be seen as… • Unfair or dishonest • Distorting or misrepresenting information (biased) • Insulting or dismissive of other viewpoints • Advocating intolerant ideas - establishes the writer as fair, open-minded, honest, and knowledgeable about the subject matter.

10. When done well, emotional appeals... • Reinforce logical arguments • Use diction and imagery to create a bond with the reader in a human way • Appeal to idealism, beauty, humor, nostalgia, or pity (or other emotions) in abalanced way • Are presented in a fair manner Emotional Appeal (pathos) • When used improperly, emotional appeals… • Become a substitute for logic and reason • Uses stereotypes to pit one group of people against another • Offers a simple, unthinking reaction to a complex problem • Takes advantage of emotions to manipulate (through fear, hate, pity, prejudice, embarrassment, lust, or other feelings) rather than convincecredibly - targets the emotions of the reader to create some kind of connection with the writer.

11. Deductive vs. Inductive Reasoning

12. Scientific Argumentation Process skills include • Reasoning based on scientific theories, models, and laws or unifying concepts • Applying the Nature of Science to develop and evaluate claims • Participating in the social processes that shape how knowledge is communicated, represented, argued, and debated in science.

13. Creating a Classroom Community for Argumentation Climate that is safe for students to be wrong as they work toward more complete explanations. Asking rich questions that have multiple plausible answers that enable students to construct knowledge through building explanations and engaging in argumentation.

14. Argumentation Session Sampson,V., Grooms,J., Walker,J., (2009) Argument-Driven Inquiry. The Science Teacher. 76(8), 43-47

15. Our Community Agreements • In our scientific community, • We share our observations, ideas, and explanations. • We listen to one another and respond to ideas respectfully. • We stay focused and participate thoughtfully. • We support the participation of others. • We expect scientific reasoning of ourselves and others.

17. Development of a Lab Based Activity for Scientific Argumentation • Identify a researchable question to answer, a problem to solve, or task to complete • Generate data from a student developed method (experiment or systematic observation) • Produce an explanation that includes a claim, evidence and their reasoning. • Critically examine all explanations to determine the explanation that is most valid or acceptable (Argumentation)

18. Central Framework for both Scientific Explanations and Arguments Claim An assertion or conclusion that answers the original question. Evidence Scientific data that support the claim. The data need to be appropriate and sufficient to support the claim. Reasoning A justification that links the claim and evidence and shows why the data count as evidence to support the claim by using the appropriate scientific principles and theories of a conceptual framework.

19. 9-12 Grade Band Example Have students construct explanations on the merits of energy production using nuclear energy ,solar energy or fossil fuels. (input/output data, production, and storage costs about energy production methods. Use argumentation to evaluate the method that has the most merit.

20. 9-12 Grade Band Example How does altruistic behavior affect survival and reproduction of individuals/populations? Have students use empirical evidence with reasoning to develop explanations. Have students engage in argument to evaluate their explanations.

21. 9-12 Grade Band Example Construct scientific arguments to support the claim that dynamic causes, effects, and feedbacks among Earth’s systems result in continual coevolution on the planet and the life that exists on Earth.

22. Designing Argument Lessons • Step 1: Identify the question and data • Step 2: Imagine the ideal student response • Step 3: Create classroom supports

23. Step 1: Identify Question and Data • What question will you ask students? • Criteria for a “good” question: • Is the question clear in terms of what claim(s) a student should provide? • Is there data the students could use as evidence? • Is there reasoning students could use to explain why their evidence supports their claim?

24. Step 1: Identify Question and Data • Whatspecific data will you either provide students or have students collect? • Characteristics of data: • Complexity and type of data • Amount of data

25. Step 2: Imagine the ideal student response • Draft an “ideal” student response • Does the claim align with the original question? • Does there seem to be appropriate and sufficient evidence to use to support the claim? • Does the question and context provide opportunities for students to include appropriate reasoning? • How complex is the response? What type of additional support might students need?

26. Step 3: Create classroom supports • Visual representations • E.g. poster • Curricular scaffolds • E.g. sentence starters, prompts, etc. • Activity structures • E.g. Specific ways to structure instruction such as time to work in pairs/groups before writing individually or engaging in a full class debate

27. CER Graphic Organizer

28. Evaluation of Written Scientific Explanations/Arguments General rubric can be adapted to a specific task. Krajcik & McNeill: Assessing Middle School Students’ content knowledge and scientific Reasoning Through Written Explanations, Workshop presented at the University of Maine, “No Question Left Behind: Bringing Guided Inquiry Curriculum Materials into the Classroom”, June 24th, 2011

29. Evaluating an Investigation Report Students write a report that explains the goal of the work and the method used, and provides a well-reasoned argument. Double-blind peer review ensures quality feedback. Students revise report based on feedback and then include an explicit and reflective discussion about the inquiry. Sampson,V., Grooms,J., Walker,J., (2009) Argument-Driven Inquiry. The Science Teacher. 76(8), 43-47

31. Thank You! K-12 Academic Standards Section High Academic Standards for Students Division Arizona Department of Education Cheryl Dunham Science Education Program Specialist 602-542-4734 Cheryl.Dunham@azed.gov Lacey Wieser Science Education Program Director 602-364-2332 Lacey.wieser@azed.gov