Next Generation Science Standards, Common Core State Standards, & Scientific Argumentation in the Classroom

Science Framework has 3 Dimensions:

Dimension 1: Scientific Practices 1) Asking questions and defining problems

2) Developing and using models

1) Planning and carrying out investigations 2) Analyzing and interpreting data 1) Using mathematics and computational thinking 2) Constructing explanations and designing solutions 3) Engaging in argument from evidence

4) Obtaining, evaluating, and communicating informatio

Focus On Dimension 1 (Practices):

Engaging In Argument From Evidence
Obtaining, Evaluating, And Communicating Information These Scientific Practices are not only emphasized in the Science Framework, but are also emphasized in the Common Core State Standards.

Common Core: College and Career Readiness Standards for Writing

Text Types and Purposes
1.

Research to Build Knowledge

Perform short, focused research projects as well as more sustained research in response to a focused research question, demonstrating understanding of the material under investigation. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate and cite the information while avoiding plagiarism. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

7. Write arguments to support a substantive claim with clear reasons and relevant and sufficient 8. evidence.

2.

Write informative/explanatory texts to convey complex information clearly and accurately through purposeful selection and organization of content. Write narratives to convey real or imagined experiences, individuals, or events and how they develop over time.
9.

3.

Production & Distribution Range of Writing

4.

Produce writing in which the organization, 10. Write routinely over extended time frames (time for development, substance, and style are appropriate to research, reflection, and revision) and shorter time task, purpose, and audience. Strengthen writing as needed by planning, revising, editing, or trying a new approach. Use technology, including the Internet, to produce, publish, and interact with others about writing.

5.

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

6.

Science and History Argument Writing Grade 6-8

Text Types and Purposes (Grade 6-8)

Production & Distribution

1.

Write arguments focused on disciplinespecific content in which they: a. Introduce a claim about a topic or issue, distinguish it from alternate or opposing claims, and organize the reasons, data, and evidence logically to support the claim. b. Support the claim with logical reasoning and detailed, accurate data and evidence (science) or information from credible primary, secondary, and tertiary sources (history). c. Use words and phrases as well as domainspecific vocabulary to make clear the relationships among claims, reasons, data, and evidence. d. Sustain an objective style and tone. e. Provide a concluding statement or section

4.

Produce writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology, including the Internet, to produce, publish, and interact with others about writing, including linking and citing on-line sources

5.

6.

Research to Build Knowledge

Perform short, focused research projects in response to a question and refocus the inquiry in response to further research and investigation.
7.

Gather relevant information from multiple print and digital sources, assess the credibility of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and documenting sources. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

8.

Range of Writing
10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Argumentation in our Classrooms

The

emphasis is often placed on what should be believed rather than why it should be believed. That is, on learning the established knowledge without the evidence on which it is based.

Argument in science
Science

requires the testing of ideas against a body of evidence and data derived from the material world Many ideas in science are not selfevident, they have been derived through argumentation and controversy Argumentation is a core activity in science

How to help students...

We

need to help develop a students ability to understand and practice scientifically valid ways of arguing, enabling them to recognize not only the strengths of scientific argument, but also its limitations.

Argumentation in the Classroom:

Constructing

scientific arguments using evidence Model how to form arguments and support them. Engaging in activities that stimulate discussion and different opinions.
9

10

Teach Them to Argue....

Why do you think that? What is your reason for that? Can you think of another argument for your view? Can you think of an argument against your view? How do you know? What is your evidence? Is there another argument for what you believe?

Writing frames
My

idea is that My reasons are that Arguments against my idea might be that I would convince somebody that does not believe me by The evidence I would use to convince them is that

Claims and Evidence:

Claims Reasoning

Evidence

A claim is an assertion or conclusion that attempts to answer the original question. The claim needs to be supported by evidence. **A statement without evidence is only an opinion!
The claim can then be defended via oral presentations or written arguments.

Conclusion:
Not only is it important for teachers to

provide students opportunities to conduct scientific investigations, but teachers must also provide students opportunities to defend/argue their conclusions/claims by utilizing evidence from the experiment. Educators should modify their existing inquiry labs into a format that allows students to develop precise claims supported by evidence and defend their claims in oral or written arguments.