engaging in science and math practices

Engaging in Science and Math practices: Argumentation and Debating

PresentersJinan Karameh Shayya

Rana AbulhosnAl Manar Modern School

DefinitionArgumentation is a collective cognitive development process which involves: 1. using evidence to support or refute a particular claim,2. coordinating the claims with evidence to make an

argument, 3. forming a judgment of scientific knowledge claims, and4. identifying reliable and consensual scientific knowledge

DefinitionDuring the processes of scientific inquiry, scientists will make claims, based on observable evidence, and will clarify with justification of the evidence as relevant to the claims. Other scientists often make rebuttal claims, pointing to other evidence that counters the evidence for the previous claim.

Layout of Arguments

Argumentation Writing frames

C = Claim: a conclusion to be justified.

Argumentation Writing frames

D = Data: an empirical observation or a statement of "fact" that is offered as evidence for C.

Argumentation Writing frames

W = Warrant: a rule or principle that justifies the step (transition) from D to C.

Argumentation Writing frames

B = Backing: some evidence or a general reason in support of W, to be supplied if citing W is not sufficiently convincing to all those addressed.

Argumentation Writing frames

Q = Qualifier: a modality expressing the force (strength or certainty) with which C is asserted, typically formulated with a term such as "presumably," "surely," "probably," "necessarily," "in general," "chances are," or “as far as the evidence goes.”

Argumentation Writing frames

R = Rebuttal: a statement of some exceptional circumstances

that may limit or undermine the force of an argument

(specifically of Q, W and B) and thus the validity of C, typically

beginning with "unless," "except that" or "if and only if."

Evaluating Argumentation

1. Organization and Clarity:5 Viewpoints and responses are outlined both clearly and orderly 4 Completely clear and orderly presentation 3 Most clear and orderly in all parts 2 Clear in some parts but not over all1 Unclear in most parts

Evaluating Argumentation

2. Use of Arguments:5 Reasons are given to support viewpoint 4 Most relevant reasons given in support3 Most reasons given: most relevant 2 Some relevant reasons given 1 Few or no relevant reasons given

Evaluating Argumentation

3. Use of Examples and Facts:5 Examples and facts are given to support reasons 4 Many relevant supporting examples and facts given 3 Many examples/facts given: most relevant 2 Some relevant examples/facts given 1 Few or no relevant supporting examples/facts

Evaluating Argumentation

4. Use of Rebuttal: 5 Arguments made by the other teams are responded to and dealt with effectively 4 Many effective counter-arguments made 3 Some effective counter-arguments made 2 Few effective counter-arguments made 1 No effective counter-arguments made

Evaluating Argumentation

5. Presentation Style:

5 Tone of voice, use of gestures, and level of enthusiasm are convincing to audience 4 All style features were used convincingly 3 All style features were used, most convincingly 2 Few style features were used convincingly 1 Few style features were used; not convincingly

Math Argumentation Sample

http://youtu.be/aUEMqlSq9zk

Science Argumentation Sample

http://youtu.be/BUOCXVP2P1w

Debate in Science Class

http://youtu.be/mY6j2rpcgJ8

Lesson Planning

Objectives:1. Correct Student’s Misconceptions2. Practice argumentation skills.3. Apply Debating.4. Reflect

Lesson Planning

Materials:● Finding common misconceptions of the

given topic● Preparing resources needed by students to

find the argumentation writing frames.

Lesson PlanningProcedure:● Ask a question that might be in a form of a probe or

cartoon concept.● Give each student the resources needed to do the

argumentation● Divide students into groups to discuss and record their

argumentation. ● Arrange the groups according to

similar answers.

Lesson Planning● Give time for each group to discuss their answer and

choose their speaker● Let the Debate start (facilitate the debate through

questions that promote more clarifications) and continue for 10 to 15 minutes

● Provide feedback for the different teams by WWW and EBI.

● Ask the students to reflect upon the experience by answering the question: “ What did I Learn?”

Thank You