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Science Teaching
Handbook: Ch 14, 16 - 19
Research Papers:
Osborne, J., Erduran, S., & Simon, S. (2004).
Enhancing the quality of argumentation in school
science. Journal of Research in Science Teaching,
41(10), 994-1020.
and
Kali, Y. (2003). A virtual journey within the rock-cycle: A
software kit for the development of systems-thinking in
the context of the earth's crust. Journal of Geoscience
Education, 51(2), 165-170.
Handbook: Chapter 14
General Instructional Methods and Strategies by
David F. Treagust
 Brandon’s Thoughts
Handbook: Chapter 16
Discourse in Science Classrooms by
Gregory J. Kelly
 Asli’s Thoughts
Handbook: Chapter 17
Digital Resources Versus Cognitive Tools:
A Discussion of Learning Science with Technology
by Nancy Butler Songer
 Emily’s Thoughts
Handbook: Chapter 18
Elementary Science Teaching by
Ken Appleton
 Lis’ Thoughts
Handbook: Chapter 19
Interdisciplinary Science Teaching by
Charlene M. Czerniak
 Donna’s Thoughts
Osborne, J., Erduran, S., & Simon, S. (2004).
Enhancing the quality of argumentation in school
science. Journal of Research in Science Teaching,
41(10), 994-1020.
 Purpose
 Identify some of the pedagogical strategies necessary
to promote “argument” skills in young people in science
lessons.
 Trial the pedagogical strategies and determine the
extent to which their implementation enhances
teachers’ pedagogic practice with “argument.”
 Determine the extent to which lessons that follow these
pedagogical strategies lead to enhanced quality in
students’ arguments.
 The main goal: to develop materials that can be used to
support argumentation in the classroom.
Osborne, J., Erduran, S., & Simon, S. (2004).
Continued
 Methodology
 Created an argument criteria based on Toulmin’s Argument
Pattern.
 The research occurred in two phases:
 1) Focus on “developing the skills of the teachers and the materials
for use in argument-based lessons” (p. 1000). The authors analyzed
transcripts from video and audio recordings made at the beginning
of year one and year two. TAP was utilized to determine the
teachers’ use of argumentation and to measure their progress at
argumentation.
 2) In the second year of the project, a subset of the original 12
teachers was chosen to continue in the project. The focus was on
recordings and transcripts of discussions by students to “determine
whether there was any improvement in the quality or quantity of
student argument” (p. 1000).
Osborne, J., Erduran, S., & Simon, S. (2004).
Continued
 Results
 The authors’ interventions showed that
young children’s quality of argumentation
can be increased.
 Students’ arguments improved more in a
socioscientific context than in a scientific
context.
 From the beginning to the end of the
intervention, students’ arguments
increased in quality
Osborne, J., Erduran, S., & Simon, S. (2004).
Continued
 Conclusion
 Much was learned about how to facilitate
argumentation in the classroom - both in terms of
materials and pedagogical strategies required.
 Work with the teachers has led to a change in
practice that shows teachers can adapt, change,
and implement innovative practices in the
classroom, which can change the discourse in the
classroom.
 The modified TAP can help teachers assess
students’ argumentation easier.
Kali, Y. (2003). A virtual journey within the rock-cycle: A
software kit for the development of systems-thinking in
the context of the earth's crust. Journal of Geoscience
Education, 51(2), 165-170.
 Purpose
 To help students who have already learned
about the rock cycle develop a cyclic and
dynamic understanding of the rock cycle
through the use of a computer game, “A
Virtual Journey within the Rock Cycle”.
 Theoretical Framework
 Systems thinking based on Kali et al
(2003).
Kali, Y. (2003). Continued
 Methodology
 The game was created to encourage the
students to “recall the pieces of knowledge
previously gained about the rock cycle, and
integrate these pieces into a holistic view
of the system” (p. 169). The software was
used in several junior high and senior high
school classes.
Kali, Y. (2003). Continued
 Preliminary results are as follows:
 1) Students were excited about the software and played it
during their free time,
 2) Collaborative work was fostered,
 3) Use of the software encouraged students to recall
previously learned information,
 4) Playing the game occurred in stages, where first the
students attempted trial and error and lost, then moved
toward a more sophisticated interaction with the program,
 5) The teacher played a mediator role.
Kali, Y. (2003). Continued
 Further study is planned to
 "a) reexamine the preliminary findings,
 b) find optimal manners of implementing
the software, and
 c) assessing its effect on students' system
thinking in the context of the rock-cycle" (p.
170).