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Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory
journal contribution
posted on 2019-02-09, 00:00 authored by Joi Phelps Walker, Andrea Gay Van Duzor, Meghan A. LowerScientific argumentation is a key
means by which students make
sense of content and processes in inquiry-based instruction. In scientific
argumentation students make a claim that they support
with evidence and provide reasoning 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.
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Keywords
view claim changeevidenceargumentation studentsstudent argumentationADIgroup argumentationArgument-Driven InquiryScientific Argumentationvideo recordingsASACclaim changeinquiry-based instructionlaboratory instructionTheory Scientific argumentationSemistructured interviewschemistry laboratory sequenceobservation protocolFacilitating Argumentation
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