A parents Achilles heal in any of their children, arguing every point if they do not get their way. How do we turn this innate skill into a useful tool in the classroom.Using argumentation in the classroom is often a tough endeavor. It takes a lot of modeling and patience. But in the end it is definitely worth it because you foster research, understanding and interest when students can bring together different ideas and argue or debate their findings. The first strategy I use when setting up an argumentation lesson is to have students collect data and write explanations down in order for them to make real world connections. Then I have them practice their skills with a partner. Do they have their data focused enough to win a debate? Having students determine explanations for scientific phenomena helps students understand data, communicate their understanding to others, and make links between scientific evidence and scientific information.
The most popular device to aid students towards a deeper understanding is the use of CER's or Claim, Evidence, Reasoning. When students use these three together a synthesis occurs. When they write a claim they explain the answer to a scientific phenomenon with a statement. A concise statement. Then in the evidence portion they support their claim with the use of their collected data and resources. Finally, they write a reasoning section where they justify their answer using scientific evidence and principals. These are a great strategy to use at the end of the unit because it assembles their knowledge but also reinforces the importance of evidence and justification. After completion of a CER, I have students have a mini debate or Edcamp discussion. This helps solidify the information. If you can win a debate or argument, you truly know your stuff.
These CER's can be written individually or be used as a collaborative assignment by first having students write a personal claim, based on their own consideration and ideas. Then as a group students discuss their conclusions and support their ideas with evidence they have collected. Then together they can revise their conclusions based on observations, new evidence and resources, and their partners data as well. This allows students to really argue and debate their evidence and also accept new ideas and alter their opinions and viewpoints. Argumentation instills respect and collaboration. After modeling this process students enjoy the process. the more students can argue their point, be concise and focused in their thought process the more they will see the importance of debate. The more they are allowed to argue and contemplate with respect, honing their listening skills.
Argumentation lends itself to the fulfillment of the practices of science as well as other subjects by: allowing students to ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, perform computational thinking, designing solutions based on constructing their own explanations, and engaging in argumentation with the use of evidence, data and understanding of the natural world. Through this process they observe, collect, evaluate and eventually communicate their findings with each other and beyond. This is the basis of science. Using argumentation in the classroom connects science, reasoning and communication skills into a cohesive learning experience. As a community we debate, argue, and enhance our knowledge in a verbal, interactive way why? Teenagers like to argue and if given the opportunity they will question, ponder, and deliberate for hours. Just a little nudge in the right direction and learning grabs hold amidst the parley, like a pirate, seeing the map that leads to the treasure.
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