Additional Information
Book Details
Abstract
Many studies have highlighted the importance of discourse in scientific understanding. Argumentation is a form of scientific discourse that plays a central role in the building of explanations, models and theories. Scientists use arguments to relate the evidence that they select from their investigations and to justify the claims that they make about their observations. The implication is that argumentation is a scientific habit of mind that needs to be appropriated by students and explicitly taught through suitable instruction.
Edited by Sibel Erduran, an internationally recognised expert in chemistry education, this book brings together leading researchers to draw attention to research, policy and practice around the inclusion of argumentation in chemistry education. Split into three sections: Research on Argumentation in Chemistry Education, Resources and Strategies on Argumentation in Chemistry Education, and Argumentation in Context, this book blends practical resources and strategies with research-based evidence. The book contains state of the art research and offers educators a balanced perspective on the theory and practice of argumentation in chemistry education.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Preface | v | ||
| Author Biographies | vii | ||
| Acknowledgements | xv | ||
| Dedication | xvi | ||
| Contents | xvii | ||
| Chapter 1: Argumentation in Chemistry Education: An Overview | 1 | ||
| 1.1 Introduction | 1 | ||
| 1.2 Infusing Argumentation in Teaching and Learning | 3 | ||
| 1.3 Curriculum Context of Argumentation | 4 | ||
| 1.4 Overview of the Book | 5 | ||
| References | 9 | ||
| Chapter 2: Teaching and Learning Chemistry through Argumentation | 11 | ||
| 2.1 Teaching and Learning Chemistry through Argumentation | 11 | ||
| 2.1.1 Introduction | 11 | ||
| 2.1.2 Nature of Chemical Knowledge | 13 | ||
| 2.1.3 Argumentation Defined and Operationalized | 15 | ||
| 2.1.3.1 Argumentation Studies in K-12 Education | 17 | ||
| 2.1.3.2 Argumentation Studies at the University Level | 19 | ||
| 2.1.3.3 Argumentation Studies in Pre-service Teacher Education | 22 | ||
| 2.1.4 Conclusion and Discussion | 24 | ||
| 2.1.4.1 Challenges with Learning to Argue and Arguing to Learn | 24 | ||
| 2.1.4.2 Promising Practices That Help Facilitate Student Learning in Argumentation | 25 | ||
| 2.1.4.2.1 Design Principles for Argumentation Tasks | 26 | ||
| 2.1.4.2.2 Design Principles for Group Argumentation | 26 | ||
| Practical Digest | 27 | ||
| References | 29 | ||
| Chapter 3: Interdisciplinarity and Argumentation in Chemistry Education | 32 | ||
| 3.1 Introduction | 32 | ||
| 3.2 Interdisciplinarity in Chemical Education | 33 | ||
| 3.2.1 Interdisciplinary Thinking for Attaining Chemical Literacy | 33 | ||
| 3.2.2 Interdisciplinary Teaching and Learning in Chemistry | 34 | ||
| 3.3 Interdisciplinary Approaches for Knowledge Integration | 38 | ||
| 3.3.1 STEM Learning | 38 | ||
| 3.3.2 Knowledge Integration Through HPS and NOS | 38 | ||
| 3.3.3 Knowledge Integration Through SSI | 40 | ||
| 3.4 Argumentation in Interdisciplinary Settings in Chemistry Education | 42 | ||
| 3.4.1 Argumentation as a Scientific Practice: Participating in Science’s Epistemic Goals | 42 | ||
| 3.4.2 Relevance of Argumentative Practices for Interdisciplinary Learning in Chemistry Education | 43 | ||
| 3.5 Argument-based Interdisciplinary Learning in Chemistry Education: Examples from Classroom Studies | 45 | ||
| 3.5.1 Use of Interdisciplinary Evidence for Drawing a Conclusion about how to Prevent Browning in Apples | 45 | ||
| 3.5.2 Use of Interdisciplinary Knowledge for Evaluating Arguments in Order to Make a Decision About where to Build a Nuclear Waste Deposit | 47 | ||
| 3.5.3 Applying an Interdisciplinary Simulation for Identifying the Best Toothpaste in Preventing Cavities | 50 | ||
| 3.6 Concluding Remarks | 52 | ||
| Practical Digest | 53 | ||
| Acknowledgments | 56 | ||
| References | 57 | ||
| Chapter 4: Lesson Resources and Teaching Strategies on Argumentation for Secondary Chemistry Education | 62 | ||
| 4.1 Introduction | 62 | ||
| 4.2 Concept Cartoons | 63 | ||
| 4.2.1 Lesson Ideas Using a Concept Cartoon | 64 | ||
| 4.2.2 Ideas for Argumentation in Lower Secondary | 66 | ||
| 4.2.3 Ideas for Argumentation in Upper Secondary | 67 | ||
| 4.3 Evidence-based Reasoning Approach | 67 | ||
| 4.3.1 Lesson Ideas using Evidence-based Reasoning | 68 | ||
| 4.4 Writing Frames | 70 | ||
| 4.5 Social Media | 72 | ||
| 4.5.1 Lesson Idea: Coal Versus Renewable Energy | 73 | ||
| 4.5.2 Lesson Idea: The Great Plastic Race | 74 | ||
| 4.6 Conclusions | 75 | ||
| References | 75 | ||
| Chapter 5: Using Computer Technology to Support the Teaching and Learning of Argumentation in Chemistry | 79 | ||
| 5.1 The Intersection of Computer Technology and Scientific Argumentation | 79 | ||
| 5.2 Online Learning Communities | 80 | ||
| 5.2.1 Asynchronous Versus Synchronous Argumentation | 80 | ||
| 5.2.1.1 A Matter of Time? | 81 | ||
| 5.2.1.2 A Matter of Modality? | 81 | ||
| 5.2.2 Strategic Composition of Groups | 82 | ||
| 5.3 Digital Scaffolding | 83 | ||
| 5.3.1 Accessing and Organizing Evidence | 83 | ||
| 5.3.2 Visualization Tools | 83 | ||
| 5.3.3 Argument Mapping | 86 | ||
| 5.4 Supporting Argumentation through Classroom Response Technology | 86 | ||
| 5.4.1 Braincandy | 86 | ||
| 5.5 Supporting Argumentation through Computerized Assessment | 90 | ||
| 5.5.1 DiALoG: Supporting the Assessment of Oral Arguments | 90 | ||
| 5.5.1.1 Development of Responsive Mini-Lessons (RMLs) | 93 | ||
| 5.5.1.2 Pilot Testing with Teachers | 93 | ||
| 5.5.2 Supporting the Assessment of Written Arguments | 95 | ||
| 5.6 Implications for Chemistry Education | 99 | ||
| Practical Digest | 102 | ||
| Acknowledgments | 103 | ||
| References | 103 | ||
| Chapter 6: Assessment of Argumentation in Chemistry: A Model for Designing Items | 106 | ||
| 6.1 Introduction | 106 | ||
| 6.2 Argumentation in Science Education | 108 | ||
| 6.3 Science Curriculum and Argumentation | 109 | ||
| 6.4 Assessment of Science Curricula and Argumentation | 111 | ||
| 6.5 Learning Progressions in Scientific Argumentation | 118 | ||
| 6.6 Implications for the Conceptualisation and Design of Argumentation Items | 124 | ||
| 6.6.1 Three Cornerstones of a Model for Designing Scientific Argumentation Items | 126 | ||
| 6.6.2 Deployment of Model for Item-setting in Chemistry | 127 | ||
| 6.7 Limitations and Future Directions | 135 | ||
| Practical Digest | 136 | ||
| References | 137 | ||
| Chapter 7: Research and Practice on Science Teachers’ Continuous Professional Development in Argumentation | 142 | ||
| 7.1 Introduction | 142 | ||
| 7.2 Teacher Professional Learning in Argumentation | 143 | ||
| 7.3 Argumentation in the Context of Reform | 146 | ||
| 7.4 Argumentation as a Conceptual, Epistemic, and Social Practice | 148 | ||
| 7.5 Science Teachers’ Learning Needs | 152 | ||
| 7.6 Promising Approaches for Science Teacher Learning | 154 | ||
| 7.7 Scaling Up Science Teacher Professional Development | 159 | ||
| 7.8 Argumentation and Equity | 162 | ||
| 7.9 Summary | 165 | ||
| Practical Digest | 166 | ||
| Acknowledgments | 169 | ||
| References | 169 | ||
| Chapter 8: The Development of Argumentation Skills in the Chemistry Laboratory | 173 | ||
| 8.1 Introduction: The History of the Laboratory in Science Education | 173 | ||
| 8.2 Learning in and from the Science Laboratory | 175 | ||
| 8.3 New Era New Goals: Goals for Learning in and from the Science Laboratory in the Twenty-first Century | 178 | ||
| 8.4 Argumentation in the Chemistry Laboratory | 178 | ||
| 8.5 Challenges in Implementing Argumentation in the Chemistry Laboratory | 184 | ||
| 8.6 Teachers’ Behaviour in the Chemistry Laboratory | 185 | ||
| 8.7 Students’ Behaviour in the Chemistry Laboratory | 185 | ||
| 8.8 Summary | 188 | ||
| Practical Digest | 189 | ||
| References | 195 | ||
| Chapter 9: Argumentation within Societal Contexts in Chemistry Education | 197 | ||
| 9.1 Introduction | 197 | ||
| 9.2 Socioscientific Issues in the Chemistry Curriculum in England | 200 | ||
| 9.2.1 Chemical and Allied Industries | 200 | ||
| 9.2.2 Earth and Atmospheric Science | 200 | ||
| 9.3 Argumentation and Socioscientific Issues | 201 | ||
| 9.4 Active Citizenship through Socioscientific Argumentation | 206 | ||
| 9.5 Socioscientific Inquiry-based Learning and Chemistry Education | 209 | ||
| 9.5.1 SSIBL in Action: The Personal, Local and Global Dimensions of Climate Change | 212 | ||
| 9.6 The Potential of SSIBL for Green and Sustainable Chemistry Education | 214 | ||
| 9.7 Conclusions | 215 | ||
| Practical Digest | 217 | ||
| Acknowledgments | 222 | ||
| References | 222 | ||
| Chapter 10: Argumentation in Organic Chemistry Education | 228 | ||
| 10.1 Why Do Some Students Struggle with Organic Chemistry? | 228 | ||
| 10.2 Research on Argumentation in Organic Chemistry | 233 | ||
| 10.3 Example Activities to Support the Incorporation of Argumentation in Organic Chemistry Lessons | 234 | ||
| 10.4 The Effects of Incorporating Argumentation into the Organic Chemistry Classroom | 239 | ||
| 10.5 Reflections as a Teacher Educator | 241 | ||
| Practical Digest | 242 | ||
| References | 245 | ||
| Chapter 11: Argumentation in Physical Chemistry | 247 | ||
| 11.1 Introduction | 247 | ||
| 11.2 Participants, Settings, and Methods | 249 | ||
| 11.2.1 Participants and Settings | 249 | ||
| 11.2.2 Methods | 252 | ||
| 11.2.3 Toulmin’s Argumentation Scheme | 252 | ||
| 11.2.4 Inquiry-oriented Discursive Moves | 254 | ||
| 11.2.5 Johnstone’s Triangle | 254 | ||
| 11.2.6 Chemical Thinking Learning Progression | 254 | ||
| 11.2.7 Material Analysis | 255 | ||
| 11.3 Student Argumentation - Understanding of Content and Reasoning | 255 | ||
| 11.4 Classroom Argumentation - Influence of Course Materials | 259 | ||
| 11.5 Promoting Productive Discourse Through Facilitation | 263 | ||
| 11.6 Conclusions and Implications | 268 | ||
| Practical Digest | 270 | ||
| Acknowledgments | 271 | ||
| References | 272 | ||
| Chapter 12: Supporting Argumentation in Chemistry Education in Low-income Contexts | 275 | ||
| 12.1 Introduction | 275 | ||
| 12.2 The South African Context | 276 | ||
| 12.3 The South African Chemistry Curriculum Context | 278 | ||
| 12.4 The Role of Argumentation | 279 | ||
| 12.5 Argumentation in the South African Context | 280 | ||
| 12.6 Development of Dialogic Discourse - How to Get Learners Talking and Arguing | 282 | ||
| 12.7 Illustrating Argumentation in South African Chemistry Classrooms | 283 | ||
| 12.7.1 Teacher Questioning and Responses to Learner Contributions | 283 | ||
| 12.7.2 Shared Understanding of Goals and Working with Learner Language | 286 | ||
| 12.8 Discussion and Conclusions | 288 | ||
| References | 289 | ||
| Subject Index | 292 |