Science TeachingScience Teaching

Handbook: Ch 14, 16 - 19

Research Papers: Osborne, J., Erduran, S., & Simon, S. (2004).

Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching,

41(10), 994-1020.

and

Kali, Y. (2003). A virtual journey within the rock-cycle: A software kit for the development of systems-thinking in the context of the earth's crust. Journal of Geoscience

Education, 51(2), 165-170.

Handbook: Ch 14, 16 - 19

Research Papers: Osborne, J., Erduran, S., & Simon, S. (2004).

Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching,

41(10), 994-1020.

and

Kali, Y. (2003). A virtual journey within the rock-cycle: A software kit for the development of systems-thinking in the context of the earth's crust. Journal of Geoscience

Education, 51(2), 165-170.

Handbook: Chapter 14General Instructional Methods and Strategies by

David F. Treagust

Handbook: Chapter 14General Instructional Methods and Strategies by

David F. Treagust

Brandon’s Thoughts Brandon’s Thoughts

Handbook: Chapter 16Discourse in Science Classrooms by

Gregory J. Kelly

Handbook: Chapter 16Discourse in Science Classrooms by

Gregory J. Kelly

Asli’s Thoughts Asli’s Thoughts

Handbook: Chapter 17Digital Resources Versus Cognitive Tools:

A Discussion of Learning Science with Technologyby Nancy Butler Songer

Handbook: Chapter 17Digital Resources Versus Cognitive Tools:

A Discussion of Learning Science with Technologyby Nancy Butler Songer

Emily’s Thoughts Emily’s Thoughts

Handbook: Chapter 18Elementary Science Teaching by

Ken Appleton

Handbook: Chapter 18Elementary Science Teaching by

Ken Appleton

Lis’ Thoughts Lis’ Thoughts

Handbook: Chapter 19Interdisciplinary Science Teaching by

Charlene M. Czerniak

Handbook: Chapter 19Interdisciplinary Science Teaching by

Charlene M. Czerniak

Donna’s Thoughts Donna’s Thoughts

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school

science. Journal of Research in Science Teaching, 41(10), 994-1020.

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school

science. Journal of Research in Science Teaching, 41(10), 994-1020.

Purpose Identify some of the pedagogical strategies necessary

to promote “argument” skills in young people in science lessons.

Trial the pedagogical strategies and determine the extent to which their implementation enhances teachers’ pedagogic practice with “argument.”

Determine the extent to which lessons that follow these pedagogical strategies lead to enhanced quality in students’ arguments. The main goal: to develop materials that can be used to

support argumentation in the classroom.

Purpose Identify some of the pedagogical strategies necessary

to promote “argument” skills in young people in science lessons.

Trial the pedagogical strategies and determine the extent to which their implementation enhances teachers’ pedagogic practice with “argument.”

Determine the extent to which lessons that follow these pedagogical strategies lead to enhanced quality in students’ arguments. The main goal: to develop materials that can be used to

support argumentation in the classroom.

Osborne, J., Erduran, S., & Simon, S. (2004). Continued

Osborne, J., Erduran, S., & Simon, S. (2004). Continued

Methodology Created an argument criteria based on Toulmin’s

Argument Pattern. The research occurred in two phases:

1) Focus on “developing the skills of the teachers and the materials for use in argument-based lessons” (p. 1000). The authors analyzed transcripts from video and audio recordings made at the beginning of year one and year two. TAP was utilized to determine the teachers’ use of argumentation and to measure their progress at argumentation.

2) In the second year of the project, a subset of the original 12 teachers was chosen to continue in the project. The focus was on recordings and transcripts of discussions by students to “determine whether there was any improvement in the quality or quantity of student argument” (p. 1000).

Methodology Created an argument criteria based on Toulmin’s

Argument Pattern. The research occurred in two phases:

1) Focus on “developing the skills of the teachers and the materials for use in argument-based lessons” (p. 1000). The authors analyzed transcripts from video and audio recordings made at the beginning of year one and year two. TAP was utilized to determine the teachers’ use of argumentation and to measure their progress at argumentation.

2) In the second year of the project, a subset of the original 12 teachers was chosen to continue in the project. The focus was on recordings and transcripts of discussions by students to “determine whether there was any improvement in the quality or quantity of student argument” (p. 1000).

Osborne, J., Erduran, S., & Simon, S. (2004). Continued

Osborne, J., Erduran, S., & Simon, S. (2004). Continued

Results The authors’ interventions showed

that young children’s quality of argumentation can be increased.

Students’ arguments improved more in a socioscientific context than in a scientific context.

From the beginning to the end of the intervention, students’ arguments increased in quality

Results The authors’ interventions showed

that young children’s quality of argumentation can be increased.

Students’ arguments improved more in a socioscientific context than in a scientific context.

From the beginning to the end of the intervention, students’ arguments increased in quality

Osborne, J., Erduran, S., & Simon, S. (2004). Continued

Osborne, J., Erduran, S., & Simon, S. (2004). Continued

Conclusion Much was learned about how to facilitate

argumentation in the classroom - both in terms of materials and pedagogical strategies required.

Work with the teachers has led to a change in practice that shows teachers can adapt, change, and implement innovative practices in the classroom, which can change the discourse in the classroom.

The modified TAP can help teachers assess students’ argumentation easier.

Conclusion Much was learned about how to facilitate

argumentation in the classroom - both in terms of materials and pedagogical strategies required.

Work with the teachers has led to a change in practice that shows teachers can adapt, change, and implement innovative practices in the classroom, which can change the discourse in the classroom.

The modified TAP can help teachers assess students’ argumentation easier.

Kali, Y. (2003). A virtual journey within the rock-cycle: A software kit for the development of systems-thinking in the context of the earth's crust. Journal of Geoscience

Education, 51(2), 165-170.

Kali, Y. (2003). A virtual journey within the rock-cycle: A software kit for the development of systems-thinking in the context of the earth's crust. Journal of Geoscience

Education, 51(2), 165-170.

Purpose To help students who have already learned

about the rock cycle develop a cyclic and dynamic understanding of the rock cycle through the use of a computer game, “A Virtual Journey within the Rock Cycle”.

Theoretical Framework Systems thinking based on Kali et al

(2003).

Purpose To help students who have already learned

about the rock cycle develop a cyclic and dynamic understanding of the rock cycle through the use of a computer game, “A Virtual Journey within the Rock Cycle”.

Theoretical Framework Systems thinking based on Kali et al

(2003).

Kali, Y. (2003). ContinuedKali, Y. (2003). Continued

Methodology The game was created to encourage the

students to “recall the pieces of knowledge previously gained about the rock cycle, and integrate these pieces into a holistic view of the system” (p. 169). The software was used in several junior high and senior high school classes.

Methodology The game was created to encourage the

students to “recall the pieces of knowledge previously gained about the rock cycle, and integrate these pieces into a holistic view of the system” (p. 169). The software was used in several junior high and senior high school classes.

Kali, Y. (2003). ContinuedKali, Y. (2003). Continued

Preliminary results are as follows:

1) Students were excited about the software and played it during their free time,

2) Collaborative work was fostered,

3) Use of the software encouraged students to recall previously learned information,

4) Playing the game occurred in stages, where first the students attempted trial and error and lost, then moved toward a more sophisticated interaction with the program,

5) The teacher played a mediator role.

Preliminary results are as follows:

1) Students were excited about the software and played it during their free time,

2) Collaborative work was fostered,

3) Use of the software encouraged students to recall previously learned information,

4) Playing the game occurred in stages, where first the students attempted trial and error and lost, then moved toward a more sophisticated interaction with the program,

5) The teacher played a mediator role.

Kali, Y. (2003). ContinuedKali, Y. (2003). Continued

Further study is planned to

"a) reexamine the preliminary findings, b) find optimal manners of implementing

the software, and c) assessing its effect on students' system

thinking in the context of the rock-cycle" (p. 170).

Further study is planned to

"a) reexamine the preliminary findings, b) find optimal manners of implementing

the software, and c) assessing its effect on students' system

thinking in the context of the rock-cycle" (p. 170).