What a great idea!!! Everyone, adults and kids alike, would agree that when you have data, research, statements, observations, facts etc that support your beliefs or statements, you understand the concept better. That is basis behind the “Generate an Argument: Instructional Model” by Victor Sampson and Jonathon Grooms (The Science Teacher, 2010). The model basically requires students to analyze data and make a claim that answers a question that is supported by their research.
I use several methods, from labs and demos to concept maps to homework practice with the equations. But I have no doubt that if students could see “how we know science” rather than “what we know about the world and how it works” would be meaningful and enjoyable. I especially like Sampson and Grooms Step 3 in the process. Step 3 involves the construction of an interactive poster SESSION. They say session because students engage in a round-robin format, to collaborate and critique one another. The round-robin format is a way to make each member in the 3 to 4 person team accountable as one person stays to present the argument while team members rotate together to hear other arguments. And lastly, a step often put on the bottom of the totem pole of too many high school science courses is putting their final argument in writing. I would assume this also serves to make each member accountable.
The project that I generated is called “How Well Can You Argue??? Project (Investigating the Relationship between Specific Heat and Atomic Weight).” The project that I generated will require students to use the online data here answer the questions “Is there a relationship between specific heat and atomic weight? If so, what is it? They will work in teams of 3 – 4 and create a presentation in the form of a glog (online poster) or Power Point Presentation. Students will then share in a round-robin format. Finally, students will be given a writing prompt based upon the initial question. This will help ensure that each student is accountable for understanding the rationale behind their argument.
I agree -- this argument model should really help students focus on the core of science inquiry, the generation of evidence-based explanations!
ReplyDeleteWhat I appreciate is that this shows them the RIGHT way to argue, rather than the old "Yes it is!"/"No it isn't", or Monty Python's "Argument Clinic". It's as important as any skill we can teach.
ReplyDeleteToo funny! It's true. People, especially kids, really get fired up when they are given a topic to "argue" a point for or against. I like what Weather Boy said however, it teaches them the right way to argue.
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