1. Writing in Science Argument
Constructing and Defending Explanations
Writing In Science – Argument
Although writing may have been viewed as an instructional responsibility of ELA, today we will begin to identify the important role of writing in the science classroom as part of building scientific habits of mind, building and evaluating scientific knowledge through inquiry, and communicating information learned.
Maryland College and Career Readiness Conference
Summer 2015

2. Outcomes
Identify the role of explanation and argument in building science literacy in the classroom.
Define the elements of an argument.
Review student work to identify level of student response in constructing arguments.
Identify the challenges and scaffolding to support student construction of arguments in the classroom.

3. NGSS Practices
Focus not just on “investigation of hypotheses” but on building ideas -- making sense of findings, using results to develop models, argue competing explanations and reach consensus.
Includes collaboration and discourse elements of working together to develop scientific knowledge.

4. Argumentation is . . .
the process by which science knowledge is built.
essential to providing the best explanation for a natural phenomena.
a viewpoint based on opinion and beliefs.
used to identify the best solution to a design problem.
One perception of argumentation is “a war that seeks to establish a winner. “ In contrast with a view of argumentation as a social collaborative process necessary to solve problems and advance knowledge.
It's important to know that scientific argumentation is quite different from typical arguing that goes on between people, which is seldom based on tangible evidence, and typically involves opinions, beliefs and emotion. The goal of a confrontational dispute is for one person's point of view to "win" over another's. In scientific argumentation, however, explanations are generated, verified, communicated, debated, and modified. Ideally, the goal of all participants in scientific argumentation is to refine and build consensus for scientific ideas, based on evidence, to come as close as possible to understanding the reality of the natural world.

5. What is an argument?
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.
Simply put - An argument is the process of defending those explanations by carefully ruling out other alternative explanations and building the case that the data collected is sufficient and appropriate to serve as evidence.
In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomena. In engineering, reasoning and argument are needed to identify the best solution to a design process. Students 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.
NGSS Appendix F

6. The Role of Explanation and Argument in Science
In science, the production of knowledge is dependent on a process of reasoning from evidence that requires a scientist to justify a claim about the world. (explanation)
In response, other scientists attempt to identify the claim’s weaknesses and limitations to obtain the best possible explanation. (argument)
The scientific community builds knowledge by constructing explanations and arguments.

7. NGSS K-12 Progression for
Argument
What is the expectation of argument for your grade band?
What is the expectation of argument for your grade band?

8. Arguments made by others
Engaging Students in Explanation and Argument in the Classroom
Arguments made by others
Written
Videos
Student Oral
Discourse
Student
Written Argument
Explain the bullets in the progression for argument and how they correspond to : oral discourse – arguments by others – written argument.
In scientific argument explanations are generated, verified, communicated, debated, and modified, Ideally, the goal of all participants in scientific argument is to refine and build consensus for scientific ideas, based on evidence to come as close as possible to understanding the reality of the natural world. Students can engage in scientific argument in multiple ways – Student Oral Discourse, Arguments by others, Student Written Argument. 8

11. Claim - Evidence - Reasoning Framework
A conclusion that answers the question about a phenomena or a solution to a problem.
A statement of what you understand or a conclusion that you have reached from an investigation(s) or text(s) you have read.

12. Claim – Evidence – Reasoning Framework
Scientific data that supports the
student’s claim.
Must be appropriate and sufficient
Can come from an investigation or other source that may include
Observations
Information found in texts
Archived data
Information from an expert

13. Claim - Evidence - Reasoning Framework
Scientific Reasoning
Justification that links the claim and evidence.
Shows why the data counts as evidence to support the claim, using appropriate scientific principles.

14. Claim - Evidence - Reasoning
Framework
Evidence
Claim
Reasoning
This visual illustrates the components of an explanation. The evidence is the information or data that supports a claim. The reasoning, the often most overlooked part of developing an explanation, is the critical component of the meaning making process for students.
Anecdote: Often times a I find myself saying to a student – “You need to explain it better.”

15. Developing the Argument
Claim
Evidence
Reasoning

16. Claim - Evidence – Reasoning - Rebuttal Argument Framework
Evidence that negates or disagrees with the counterclaim

17. From Explanation to Argument
Make sense of how or why a phenomenon occurred.
Explain why the biodiversity decreased.
Explain the design process used to test a solution for reducing the impacts of human activities on biodiversity.
Argument
Defend or support knowledge claims through
evidence and reasoning
Argue for your explanation for why the biodiversity decreased.
Argue for your experimental design to study the patterns in biodiversity.

18. Sense – Making of Phenomena
Investigations
Ask Questions
Analyze Data
Explanations
Research shows that argument as a social collaborative process in the classroom can improve conceptual learning.
Each of these steps is crucial for engaging in knowledge building.
Students arguing for their explanations can strengthen those explanations and help construct a consensus explanation.
Revised Explanation
Argument

19. Constructing Robust Explanations
Beginning idea
Better idea
Best idea
Sense-making
Articulation
Consensus-building
Beginning idea after
observing /testing models,
collecting/analyzing data
obtaining information
communicate ideas
evaluate strengths and weakness of explanation
build a shared understanding
Review competing ideas
to convince others of most
robust explanation
While we can teach the components of an effective explanation, really taking on the goals – sense-making, articulation, and consensus-building requires knowing more than just parts of an explanation or argument. It requires different classroom norms, including science as building knowledge with peers, expecting to have to defend ideas against alternatives from peers, and reaching consensus.

20. What Does Explanation Look Like in the Classroom?

21. Arguments made by others
Engaging Students in Explanation and Argument in the Classroom
Arguments made by others
Written
Videos
Student Oral
Discourse
Student
Written Argument
In scientific argument explanations are generated, verified, communicated, debated, and modified, Ideally, the goal of all participants in scientific argument is to refine and build consensus for scientific ideas, based on evidence to come as close as possible to understanding the reality of the natural world. Students can engage in scientific argument in multiple ways – Student Oral Discourse, Arguments by others, Student Written Argument. 21

22. Student Oral Discourse
Identify the sense making steps
Student participation must be meaningful. Students argue to resolve inconsistences in their explanations. Let’s take a look at some examples of meaningful engagement in explanation and argumentation.
In this example, 5th grade students investigated condensation and represented their explanations for how water appeared on a soda can in a diagrammatic model focusing on changes of state. Now they are constructing a group consensus model of condensation using ideas from their individual models. Can you identify the sense making steps in their discussion?

23. Arguments Made by Others

24. Student Written Argument

25. Looking at Student Work

26. Performance Expectations in NGSS

27. Student Written Argument

28. Student Written Argument
Evaluate examples of student work using an Argument Framework Checklist.
Identify the elements of
the argument.
Claims
Evidence
Counterclaims
Rebuttal

29. Criteria for Evaluating Student Work
In the right hand column are guiding question to support an evaluation of an argument in science. You also have a packet that contains student responses for the writing task. Take a few minutes to read sample text #1. After reading, evaluate each component of the response using the questions in the right hand column.

30. By grade 12, students should be able to:
Construct a scientific argument showing how data support a claim.
Identify possible weaknesses in scientific arguments, appropriate to the students’ level of knowledge, and discuss them using reasoning and evidence.
Identify flaws in their own arguments and modify and improve them in response to criticism.
Recognize the major features of scientific arguments.
Read media reports of science or technology in a critical manner so as to identify their strengths and weaknesses.

32. Student Challenges Using evidence to support ideas
Relies on own opinion
Difficulty using sufficient or appropriate evidence
Explaining why the evidence supports their ideas (reasoning)
Difficulty articulating link between evidence and claim
Difficulty articulating link between ideas, evidence and scientific principals
Considering alternative claims
Focus on one idea
Ownership of own idea
Taking into consideration viewpoints of others

34. Strategies to Support Argument
Build a strong foundation for explanation first
(Claim, Evidence, Reasoning)
Make the Argument Framework explicit
Provide examples and models
Include oral discourse (thinking made visible) before independent writing
Provide various scaffolds
Provide opportunities to critique arguments of others
Provide feedback (teacher and peer critique) for rewrite

35. Importance of Argument
Supports student’s understanding of disciplinary core ideas of science and cross cutting themes
Using evidence to construct and critique explanations/ arguments is a 21st century skill that can be used across disciplines and outside of the school setting
Promotes literacy development
Helps students build an understanding of the nature of science
Allows students to critically examine claims made in the media