Learn to engage students in scientific argumentation

Photo of a gallery walk, where students present their claims and evidence in response to a research question

A gallery walk gives students an opportunity to discuss claims and evidence

In his popular workshops at last week’s NSTA conference in Orlando, Victor Sampson presented tips and strategies for engaging students in scientific argumentation, a key practice of science that helps students master content while they write about and discuss claims and evidence. This month’s Book Beat features classroom activities designed to foster students’ ability to analyze data, construct arguments, and learn to support claims with evidence.

Discussion and Argumentation in the Science Classroom

The goals of science education today include helping students not only understand important concepts but also learn to do science. The Next Generation Science Standards emphasize that students need to understand disciplinary core ideas, be aware of seven crosscutting concepts that span the disciplines of science, and learn how to participate in eight key scientific practices to be proficient in science. One increasingly popular way to knit all these elements together is argument-driven inquiry, an innovative approach to lab instruction and the focus of a growing series of books by Victor Sampson and his colleagues. The just-published Argument-Driven Inquiry in Chemistry: Lab Investigations for Grades 9–12 is an engaging approach to lab instruction that brings together content, crosscutting concepts, and scientific practices to make labs more authentic and educative for students.The authors place emphasis throughout the book on argumentation—the process of proposing, supporting, evaluating, and refining claims—which the National Research Council advocates using more in today’s Book cover of "Argument-Driven Inquiry in Chemistry: Lab Investigations for Grades 9-12science classes. Download the free lab “Characteristics of Acids and Bases: How Can the Chemical Properties of an Aqueous Solution Be Used to Identify It as an Acid or a Base?”, which gives students an opportunity to devise, test, and refine a method that can be used to classify an aqueous solution as being an acid or a base using the physical or chemical properties of the solution. Students will also learn about the difference between observations and inferences in science and the different methods used in scientific investigations.

        The biology-centered books that use this method include Scientific Argumentation in Biology: 30 Classroom Activities, by Victor Sampson and Sharon Schleigh, and Book cover of "Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9-12"Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9–12, by Victor Sampson et al. Click the book title links above to visit these books’ pages in the Science Store, where you can download sample labs from each of these books. Browse the Fall 2014 NSTA Recommends digital catalog to see the array of books available from NSTA Press across grade levels and science disciplines. Also visit the NGSS@NSTA Hub on the NSTA website for a wealth of additional resources related to NGSS.

This entry was posted in NSTA Press Books and tagged , , , , , , , , , . Bookmark the permalink. Trackbacks are closed, but you can post a comment.

3 Comments

  1. Debbie Stack
    Posted November 18, 2014 at 11:55 am | Permalink

    An an informal educator I am aware of Victor Sampson’s expertise and published materials. I also use Douglas Llewellyn’s books on argumentation – Inquire Within:
    Implementing Inquiry- and Argument-Based Science Standards in Grades 3-8 (third edition) and Teaching High School Science Through Inquiry and Argumentation (second edition). Both of these titles are in the NSTA Recommends digital catalog. I find them highly readable, applicable across multiple science subject areas and useful in professional development efforts with other educators seeking to scaffold argumentation appropriately in their classrooms and programs.

  2. Alicia Majid
    Posted December 13, 2014 at 6:40 am | Permalink

    I just bought the Argument and Inquiry book for Chemistry. I like the activities and what I am reading. My major concern is that the full process per activity takes a number of days. If I incorporate this method of teaching/learning, I believe students will gain a lot of valuable skills. However, I don’t think I will cover the entire curriculum. Has anyone found a way to do both?

  3. Peggy Ashbrook
    Posted December 13, 2014 at 9:11 am | Permalink

    Alicia, you might get some suggestions if you post in the NSTA Learning Center forum.
    Here’s one similar thread, but you could tailor one for your needs, perhaps in the Chemistry Forum.
    http://learningcenter.nsta.org/discuss/default.aspx?tid=iU0Kun8zy!plus!0_E#43825

Post a Comment

Your email is never published nor shared. Required fields are marked *

You may use these HTML tags and attributes <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

*
*