Strategies to Support Student Argument and Argumentative Writing in a Secondary STEM Classroom
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
MetadataShow full item record
AbstractArgumentation is a critical goal of today’s schools as a way to develop rational citizens who can critique the validity claims about phenomenon in society and the natural world. This work reviews current educational research about the best practices when it comes to teaching and using argumentation in STEM disciplines. As a result of this literature review, three strategies are identified and implemented in a secondary STEM classroom to determine their impact. The specific strategies used to support argumentation were a clear argument structure, collaborative discourse, and engaging, inquiry based tasks. While the sample size is small, the literature review and this action-research suggest that these strategies are successful in strengthening students’ written arguments.
Showing items related by title, author, creator and subject.
For Arguments Sake, Let’s use Technology in the Science ClassroomYounkyeong, Nam; Chichester, Timothy P.; The College at Brockport (2014-12-10)The use of SSI argumentation has been used in the classroom to develop students understanding of scientific issues, but the current use is limited in how far the student’s understanding can go. The issues currently facing SSI argumentation in the classroom are: student’s lack of knowledge of the NOS, lack of communication between students, and engagement of students in developing evidence to support claims. My project will take these weaknesses of SSI, and improve them through the use of technology. The use of technology is becoming more prevalent in schools today, but improvements concerning the use of it are available. Through the use of technology, students are better able to form learning communities, communicate, conduct research, and as a result have more effective arguments.
Susan B. Anthony: The Rhetorical Strategy of Her Constitutional Argument (1872)Miraglia, Ann; The College at Brockport (1989-08-01)Susan B. Anthony’s speech on "The Equal Right of All Citizens to the Ballot" marked a pivotal point in the woman's suffrage movement—whether women already had the right to vote or whether a constitutional amendment was needed to give it. It set forth for the consideration of the general public--those who may be called as the jury of her peers---the constitutional argument for woman's suffrage based on citizenship. In a sense, Anthony was taking her case directly to the people. This could affect the outcome of her trial particularly, and the woman's movement generally. Considering the importance of the disposition of this trial a study of the rhetorical situation and the rhetorical strategies Anthony used in this speech would be valuable. This study analyzes and evaluates the rhetorical strategies, such as the use of credibility, logical and emotional appeals and identification with audience values, used by Anthony in her speech in Monroe and Ontario counties prior to her trial for the crime of voting illegally.
Claim, Evidence, Reasoning Framework within Biology Laboratories on Scientific Literacy and ArgumentationVeronesi, Peter; LeRoy, Taylor (2020-12-09)As science education has progressed over the last several decades, there has been a shift towards inquiry, scientific argumentation, and laboratory skill development. Students today are being taught, not only how to understand scientific concepts, but how to apply them to their own questions and ideas. Scientific reasoning is the act of deriving meaning and importance from evidence or a set of data. This allows students to solve problems using their own thinking and to answer their own questions as well as questions posed to them. Students are better able to understand concepts within the broader context of the scientific world as well as their own personal world, and further, students develop the capability of creating their own opinions, claims, and questions regarding a given topic. Laboratory activities were specifically selected due to their ability to demonstrate key concepts related to each topic as well as allowing students independent exploration. The CERR graphic organizer was put together in a way that maximized scientific writing support. It has been shown that scientific discourse in the classroom, when guided by the CERR framework, increased high-level thinking about the content and students made more profound connections within the material. The goal of these CERR graphic organizers is to scaffold students’ ability to create a well-developed and supported scientific argument. By the end of the curriculum, students should be able to create a claim, defend it in a well-reasoned manner, include supportive evidence, and relate the concept to the world around them.