Practice 7: Engaging in Argument
From Evidence
Two Types of Arguments |
Informal: Putting forth ideas and sharing them with others in a dialogue where these ideas are discussed and debated in an informal manner.
Formal: Conducting investigations to gather evidence in support of an explanation, the results of which are then put forth for formal peer review where other scientists attempt to replicate the results of the investigation to either support or refute the proposed explanation. |
The Goals of Argument in Science & Engineering |
> Construct arguments as proposed explanations to questions or proposed solutions to problems.
> Defend claims and models using evidence and reasoning. > Critique other claims and arguments using evidence. > Engage in peer review to see if proposed/published results can be replicated. |
How Do Scientists & Engineers Use Argument? |
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What is the Difference Between Argument & Explanation? |
> Explanations are the products of science, how and why phenomena occur, supported by evidence.
> Argumentations is the process of defending explanations by carefully ruling out alternative explanations and building a case using evidence for the current claim. > Argumentation is the process of building explanations. Explanations are the final products of the process. |
What Are the Benefits of ARGUMENTATION
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> Supports students’ understandings of scientific concepts.
> Argumentation from evidence is an important 21st century life skill. > Promotes literacy development (strong English Language Arts connection). > Helps students building an understanding of the nature of science and the development of scientific concepts and ideas. > Allows students to critically examine claims made by others and the media. |
What Challenges Might I Have in Using Evidence? |
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Instructional Strategies for Employing Argumentation |
> Provide a framework and communicate expectations.
> Model and describe performance expectations. > Provide examples. > Communicate the importance of the process. > Critique each other’s written arguments. > Allow students to debate ideas. > Provide various scaffolds to facilitate (e.g. guiding questions). |
Jedi Masters of This Goal Can: |
> Use evidence to support claims made about natural phenomena. Evidence can come from student generated observations, measurements, models, scientific text and media, secondary sources of data.
> Analyze and evaluate other claims based on scientific evidence. > Determine if the evidence supports a scientific claim. > Use evidence to support claims made about designs and solutions. |