2. One Form of Argument…

3. “Argument” in NGSS 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. In response, other scientists attempt to identify the claim’s weaknesses and limitations to obtain the best possible explanation.

4. The Role of Argumentation in Science “…the goal of argumentation in science…is to reach consensus in a collaborative search for the truth. Scientists constantly critique each other’s ideas, defend claims and challenge inferences, propose alternative interpretations, and engage in the back-and-forth debate that moves forward our understanding of the natural world. The process of peer review epitomizes the argumentation at the heart of the scientific process” - Metz, S. (2013, July). Editor's Corner: Let's Argue. Science Teacher, 80(5), 6. - http://www.nsta.org/store/product_detail.aspx?id=1 0.2505/4/tst13_080_05_6 http://www.nsta.org/store/product_detail.aspx?id=1 0.2505/4/tst13_080_05_6

5. What does it mean for students to engage in argument? Defend claims using evidence and reasoning Defend models or relationships using evidence Defend experimental designs and methods of data analysis Critique the claims of others

6. Supporting Students in Argumentation 1. Provide a framework 2. Model and describe the framework 3. Allow them many opportunities to see examples and practice 4. Provide them with various scaffolds 5. Have them critique each other’s written arguments 6. Let them know why it is important

7. CER Framework Claim Evidence Reasoning Counter Claim Rebuttal

8. CER Video

9. CER Framework CLAIM Your claim is a statement that answers the original question or articulates your belief about the situation being considered. The claim is usually one sentence in length. It must be accurate, specific, and completely address the question or situation.

10. CER Framework EVIDENCE The evidence is the raw and/or analyzed data, or the scientific concepts and/or your prior knowledge, that supports your claim (but no more!) Evidence must be sufficient and relevant to your claim.

11. CER Framework REASONING Reasoning is the explanation that connects your claim to the evidence that supports it. Reasoning articulates why the data/scientific concepts/prior experience you chose counts as evidence. Reasoning should usually be at least a few sentences in length.

12. Optional… Counter claim describes other plausible claims Rebuttal provides counter evidence and reasoning for why the alternative is not appropriate identifies the flaws in logic or scientific knowledge that are used within the counter argument.

13. CER Video

14. Argument – Deals with unsettled knowledge – Trying to persuade others – Can have or not have scientific theory within the reasoning Explanation – Deals with settled knowledge – To inform others – Must have scientific theory within the reasoning

15. Argument Explanation Claim Evidence Reasoning – may or may not include a scientific theory Counterclaim Rebuttal Claim Evidence Reasoning – must include a scientific theory

16. Video

17. Is Dad an alien? (using the CER Format) Claim: Clearly state your position, based on the evidence. Evidence: List all of the related observations and that support your claim. Reasoning: Explain why your evidence proves your claim to be true. (Pretend you are a lawyer.)

18. Explanation or Argument? Are you putting forward an argument or an explanation? Is the knowledge that you are constructing correct (“settled knowledge” or “unsettled knowledge”)? Are you trying to persuade or explain?

19. Plan Opportunities to Argue Orally Give students permission to disagree – Allow and expect all students to have a voice Establish norms for acceptable behavior – Use evidence and reasons to support claims – Don’t allow students to put down other students’ ideas – Don’t let students talk when someone else is talking to the class Help students learn to listen

20. Supporting Students in Argumentation 1. Provide a framework 2. Model and describe the framework 3. Allow them many opportunities to see examples and practice 4. Provide them with various scaffolds 5. Have them critique each other’s written arguments 6. Let them know why it is important

21. Writing Scaffolds Which bird beak is the best adaptation for this environment? Why? Claim [Write a sentence stating which beak is the best adaptation for this environment.] Evidence [Provide scientific data to support your claim. The evidence should include the amount of food (marbles, pennies, popsicle sticks & red water) that the beaks ate.] Reasoning [Explain why your evidence supports your claim. Describe what an adaptation is and why your evidence allowed you to determine the beak was the best adaptation.]

22. Scaffolds during Discourse Use various questions to help students clarify: What evidence do you have? Why do you agree or disagree? What are your reasons? What is your evidence? What could be some other possible claims? Do you have evidence? Do you agree with the points being made? Why? Who has a different opinion? Why are you using that as evidence and not the other data? How would your claim change if you used all the data? How is that idea related to what was previous discussed? What reasons do you have for saying that?

23. Supporting Students in Argumentation 1. Provide a framework 2. Model and describe the framework 3. Allow them many opportunities to see examples and practice 4. Provide them with various scaffolds 5. Have them critique each other’s written arguments 6. Let them know why it is important

24. Importance of Argumentation Engaging in argumentation supports students’ understanding of disciplinary core ideas of science and crosscutting concepts are key practices of professional scientists. is a 21st century skill that can be used across disciplines and outside of the school setting promotes literacy development allows students to critically examine claims made in the media

25. 1.Within this practice, what new skills must students become proficient at as they move from the lower grade span to the higher grade span? 2. What questions do you have about the requirements of the standards?

26. Student Challenges Using evidence to support their ideas – Can rely on their own opinions and/or have difficulty using sufficient evidence Explaining why their evidence supports their ideas – Can have difficulty articulating this link and/or using scientific principles

27. Student Challenges Considering multiple explanations/solutions – Can focus on one idea Revising explanations and solutions based on new evidence or scientific knowledge Taking into consideration the opinions of others