Facilitating Argumentation in the Laboratory: The
Challenges of Claim Change and Justification by Theory
Joi Phelps Walker
Andrea Gay Van Duzor
Meghan A. Lower
10.1021/acs.jchemed.8b00745.s002
https://acs.figshare.com/articles/journal_contribution/Facilitating_Argumentation_in_the_Laboratory_The_Challenges_of_Claim_Change_and_Justification_by_Theory/7699514
Scientific argumentation is a key
means by which students make
sense of content and processes in inquiry-based instruction. In scientific
argumentation students make a <i>claim</i> that they support
with <i>evidence</i> and provide <i>reasoning</i> as to how the evidence supports the claim. Integrating the different
aspects of scientific argumentation can be challenging for students
especially if they need to make a claim change to accommodate new
evidence. This study examines student argumentation within a two-semester
general chemistry laboratory sequence at a minority-serving, comprehensive
university in the Midwest, which employed the Argument-Driven Inquiry
(ADI) instructional model for laboratory instruction. Video recordings
of group argumentation from four investigations, two each semester,
were coded using the Assessment of Scientific Argumentation in the
Classroom (ASAC) observation protocol. On the basis of the data, students
did not tend to change their claims or reasoning even when provided
with contradictory evidence. Semistructured interviews with students
also coded with the ASAC revealed that students did not view claim
change as a valid component of argumentation.
2019-02-09 00:00:00
view claim change
evidence
argumentation students
student argumentation
ADI
group argumentation
Argument-Driven Inquiry
Scientific Argumentation
video recordings
ASAC
claim change
inquiry-based instruction
laboratory instruction
Theory Scientific argumentation
Semistructured interviews
chemistry laboratory sequence
observation protocol
Facilitating Argumentation