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October 30, 2017 Science Argumentation Worksho Full Option Science System Copyright © The Regents of the University of California 1 Argumentation in Science INTRODUCTION In this chapter, we explore the opportunities in FOSS for students to engage in argumentation from evidence. Argumentation involves the interplay of different positions. Good arguments are based on evidence derived from data, as well as sound reasoning. Ideally, these data come from students’ Vrsthand experiences, with additional information from teacher input and associated media. Sometimes students question the relevance or validity of evidence as a result of argumentation, requiring clariVcation or improvement of data collection methods or analysis. Other times, students elucidate and successfully defend the reasoning used in an explanation. Teaching students to reason, argue, and think critically will enhance students’ conceptual learning. This will only happen, however, if students are provided structured opportunities to engage in deliberative exploration of ideas, evidence, and argument—in short, how we know what we know, why it matters, and how it came to be. Jonathan Osborne, “Arguing to Learn in Science DEFINITIONS Argumentation is a form of discourse, either verbal or wr intended to reach a conclusi codify and explain. An argument is a discussion which the merits of competin positions are presented and Positions are intellectual con conclusions, and attempts to certain aspects of the way th works. Contents Introduction ...................... Argumentation in Science Instruction......................... General Strategies............. Strategies for K–2............. Strategies for 3–5 ............ Connections to Common State Standards for Englis Language Arts................... Accelerating English-Lang Development..................... Final Arguments............... References ....................... Page 2 of 26 Argumentation in Science ARGUMENTATION IN SCIENCE Page 1 / 26 FOSS Argumentation Chapter.pdf Open with Open with
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Full Option Science System Copyright © The Regents of the University of California 1
Argumentation in Science
INTRODUCTION
In this chapter, we explore the opportunities in FOSS for students
to engage in argumentation from evidence. Argumentation involvesthe interplay of different positions. Good arguments are based onevidence derived from data, as well as sound reasoning. Ideally, these
data come from students’ Vrsthand experiences, with additionalinformation from teacher input and associated media. Sometimesstudents question the relevance or validity of evidence as a result
of argumentation, requiring clariVcation or improvement of datacollection methods or analysis. Other times, students elucidate andsuccessfully defend the reasoning used in an explanation.
Teaching students to reason, argue, and think critically will enhancestudents’ conceptual learning. This will only happen, however,if students are provided structured opportunities to engage indeliberative exploration of ideas, evidence, and argument—in short,how we know what we know, why it matters, and how it came to be.
Jonathan Osborne, “Arguing to Learn in Science
DEFINITIONSArgumentation is a form ofdiscourse, either verbal or written,intended to reach a conclusion or to
codify and explain.
An argument is a discussion duringwhich the merits of competingpositions are presented and defended.
Positions are intellectual constructs,conclusions, and attempts to explaincertain aspects of the way the world
works.
Contents
Introduction ............................1
Argumentation in Science
Instruction...............................2
General Strategies..................5
Strategies for K–2..................6
Strategies for 3–5 ................ 11
Connections to Common CoreState Standards for EnglishLanguage Arts........................ 16
Accelerating English-Language
Development......................... 20
Final Arguments..................... 25
References ............................ 26
Page 2 of 26Argumentation in Science
ARGUMENTATION IN SCIENCEPage 1 / 26
FOSS Argumentation Chapter.pdf Open withOpen with
