Recommendations for Integrating Argumentation into a Curriculum
The New Framework for K-12 Science Education calls for students to learn about several practices related to scientific argumentation in order to become more proficient in science. These practices are arguing from evidence (scientific practice #6) and obtaining, evaluating, and communicating information (scientific practice #8). These practices have therefore been embedded throughout the performance expectations found in the Next Generation Science Standards (NGSS). Argumentation is also a major focus of the Common Core State Standards (CCSS) for English Language Arts. The CCSS performance expectations, for example, call for students to be able to identify claims and evidence in a text, craft written arguments, and to be able to share, support, and challenge ideas during discussions and formal presentations. One way to help all students reach the NGSS and the CCSS performance expectations is to integrate argumentation into your science curriculum using one or more of our instructional models.
As you begin to integrate argumentation into your curriculum, we recommend that you keep the following ideas in mind.
How we know in science is just as important as what we know in science
Students should learn about the core ideas of science. Students, however, also need to learn how current theories, models, and laws gained acceptance within scientific community and why these important ideas are viewed as being more valid or acceptable than alternative views.
Teach about core ideas, crosscutting concepts, and practices related to scientific argumentation at the same time
Current research indicates that the best way for students to learn about core ideas, crosscutting concepts, and practices related to scientific argumentation is to focus on them at the same time. The core ideas, crosscutting concepts, and scientific practices should not be taught in isolation and mastering one of the three dimensions should not be viewed as a prerequisite for learning about the other two dimensions.
Activities that require students to participate in argumentation are a good way to introduce a core idea or a crosscutting concept
Students can be introduced to a core idea and a crosscutting concept by exploring a natural phenomenon. For example, a teacher might use an evaluate alternatives activity to give students an opportunity to test alternative explanations for why cells appear to shrink when exposed to salt water before introducing the concept of osmosis. Teachers can then use the activity to refer to this shared experience when formally introducing the concept in another lesson, which tends to help students understand the concept.
Activities that require students to participate in argumentation are a good way to give students an opportunity to apply a core idea or a crosscutting concept
Students can also use core ideas and crosscutting concepts that they have already learned during a previous lesson to help explain a natural phenomenon. For example, teachers might use a generate an argument activity to give students an opportunity to use the theory of natural selection to explain observed patterns in the coloration of fish. These activities give students an opportunity to apply content, which tends to increase retention.
Once is not enough
It takes a great deal of time for scientists to learn how to propose, support, challenge and refine ideas in a scientific manner. They learn how to participate scientific argumentation by doing it over and over again as they interact with other scientists. These interactions give scientists repeated opportunities to try, fail, and then learn from their mistakes. Students need to have these same opportunities. It is therefore important to give students multiple experiences with scientific argumentation over the course of a school year. One or two lessons that incorporate scientific argumentation does not provide students with enough time to hone their skills, habits of mind, and to develop new norms for interacting with each other and ideas.
As you begin to integrate argumentation into your curriculum, we recommend that you keep the following ideas in mind.
How we know in science is just as important as what we know in science
Students should learn about the core ideas of science. Students, however, also need to learn how current theories, models, and laws gained acceptance within scientific community and why these important ideas are viewed as being more valid or acceptable than alternative views.
Teach about core ideas, crosscutting concepts, and practices related to scientific argumentation at the same time
Current research indicates that the best way for students to learn about core ideas, crosscutting concepts, and practices related to scientific argumentation is to focus on them at the same time. The core ideas, crosscutting concepts, and scientific practices should not be taught in isolation and mastering one of the three dimensions should not be viewed as a prerequisite for learning about the other two dimensions.
Activities that require students to participate in argumentation are a good way to introduce a core idea or a crosscutting concept
Students can be introduced to a core idea and a crosscutting concept by exploring a natural phenomenon. For example, a teacher might use an evaluate alternatives activity to give students an opportunity to test alternative explanations for why cells appear to shrink when exposed to salt water before introducing the concept of osmosis. Teachers can then use the activity to refer to this shared experience when formally introducing the concept in another lesson, which tends to help students understand the concept.
Activities that require students to participate in argumentation are a good way to give students an opportunity to apply a core idea or a crosscutting concept
Students can also use core ideas and crosscutting concepts that they have already learned during a previous lesson to help explain a natural phenomenon. For example, teachers might use a generate an argument activity to give students an opportunity to use the theory of natural selection to explain observed patterns in the coloration of fish. These activities give students an opportunity to apply content, which tends to increase retention.
Once is not enough
It takes a great deal of time for scientists to learn how to propose, support, challenge and refine ideas in a scientific manner. They learn how to participate scientific argumentation by doing it over and over again as they interact with other scientists. These interactions give scientists repeated opportunities to try, fail, and then learn from their mistakes. Students need to have these same opportunities. It is therefore important to give students multiple experiences with scientific argumentation over the course of a school year. One or two lessons that incorporate scientific argumentation does not provide students with enough time to hone their skills, habits of mind, and to develop new norms for interacting with each other and ideas.