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"Becoming a critical consumer of science is fostered by opportunities to use critique and evaluation to judge the merits of any scientifically based argument."
"Becoming a critical consumer of science is fostered by opportunities to use critique and evaluation to judge the merits of any scientifically based argument."
Introduction to Engaging in Argument from Evidence
Introduction to Engaging in Argument from Evidence
Source: NGSS Appendix F
Source: NRC Framework
Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community. Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.
Source: NRC Framework
The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. Meanwhile, they should learn how to evaluate critically the scientific arguments of others and present counterarguments. Learning to argue scientifically offers students not only an opportunity to use their scientific knowledge in justifying an explanation and in identifying the weaknesses in others’ arguments but also to build their own knowledge and understanding. Constructing and critiquing arguments are both a core process of science and one that supports science education, as research suggests that interaction with others is the most cognitively effective way of learning.
Key Features
Key Features
Supported Claims: Why should the claim be believed using a combination of available evidence, DCIs, and logical accounts.
Evaluation and Critique: Identify strengths and weaknesses of supported claims
Reconciliation: reconcile multiple possible claims to make progress on the problem they are arguing.
What it is NOT
What it is NOT
The process through which explanations are made
Does not require disagreement.
Only for unknown answers.
Necessarily need to follow constructing an explanation
K-12 Progressions for Engaging in Argument from Evidence
K-12 Progressions for Engaging in Argument from Evidence
SEP_EAE.pdfInstructional Strategies for Engaging in Argument from Evidence
Instructional Strategies for Engaging in Argument from Evidence
Source: Instructional Science Leadership
Introduce students to the argumentation framework of claim, evidence and reasoning (CER). A claim answers a question or problem, which could be an explanation or model. Evidence is data that supports the claim, such as observations and measurements. Reasoning explains why the evidence supports the claim using scientific ideas or principles.
Provide students with scaffolds such as a graphic organizer, sentence starters or questions that highlight the CER components to help them craft their arguments.
Revise argumentation questions in lessons or curriculum to ensure that there is more than one possible claim that students could potentially support with evidence. When students have multiple competing claims, there is more opportunity for critique.
Facilitate a discussion about the norms for argumentation. Explain to students that they should be talking directly to each other, and not through the teacher. In addition, they should be questioning and critiquing each other’s ideas. However, it is also important for students to be willing to change their minds if new ideas or evidence are presented by their peers that convinces them of the strength of a competing claim.
Create a poster in the classroom that supports the CER structure as well as students critiquing different ideas. It could include sentence starters such as, “My evidence is…” and “I disagree because...”, as well as questions such as “What are some other possible claims? Do we have support for those claims?” and “Why did you decide to use that evidence to support your claim? Could the data be interpreted in a different way?”
Model for students what it looks like to question or critique another person’s idea. For example, “I disagree with Maria’s claim, because I interpreted the data in a different way. I think the data shows that lung capacity is important for….”
Limit teacher talk during argumentation by physically removing yourself from the discussion (e.g. sit in the corner of the room) and/or telling students that you have a specific task during the discussion. For example, you can tell the class that your job is to record the different evidence that comes up during the conversation and that you will not be actively talking during the discussion.
Learn more about Engaging in Argument from Evidence
Learn more about Engaging in Argument from Evidence
Bozeman Science Video - Practice 7 - Engaging in Argument from Evidence
Wonder of Science Organizer: Engaging in Argument from Evidence - Google Draw or PDF
Articles:
Webinar: Engaging in Argument from Evidence
STEM Teaching Tools - Practice Brief 17: Beyond the Written C-E-R: Supporting Classroom Argumentative Talk about Investigations
Science Practices Continuum - Tool for guiding and evaluating science-practice based instruction
Instructional Resources:
Argumentation Toolkit - a collection of resources designed to help teachers with argumentation
Argument-Driven Inquiry - Promoting science proficiency by transforming lab activities
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