Argumentation-in-practice: using action research to develop argumentation practices in secondary science classrooms

Abstract

For a number of years now there has been increasing interest in the way that argument can be utilised in science education. Educational reforms now incorporate argumentation with reports such as Taking Science to School and the Next Generation Science Standards (NRC, 2012) including argumentation as one of the scientific practices that should be taught in K-12 science education. However, a number of challenges have been noted when teachers attempt to teach science as argument. This study presents a qualitative exploratory case study of an in-service science teacher’s engagement in an action research professional development program. The support and opportunities for reflection provided during the school year, allowed her to identify elements of her practice that she wanted to develop in order to help her students learn better. Perceived impact of her changing practice on her students’ learning, especially in relation to their use of the language of science, their attitudes towards collaborating, and their ability to use evidence in support of their claims, was found to facilitate change. Changes were also noted in moving from construction to evaluation of evidence and arguments, an aspect found to be a challenge for teachers trying to teach science as argument.

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ORCID for Andri Christodoulou: orcid.org/0000-0002-7021-4210

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