Argumentation in Science

Dr. Christine Lotter

Scientific Practices

1. Asking questions2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics, information and computer

technology, and computational thinking6. Constructing explanations7. Engaging in argument from evidence

Adélie penguins

• Adélie penguins breed on rocky Antarctic beaches in colonies of up to hundreds of thousands.

• Their breeding grounds must meet certain conditions: – gentle, ice-free slopes where the penguins can build nests out of small

stones– close to open water so that the penguins can reach their food (krill and

fish). • Generally located on rocky coasts where strong winds and currents

break up the sea ice and push it away from the continent, giving the penguins easy access to their food.

Images from http://www.siec.k12.in.us/~west/proj/penguins/adelie.html

Ross Island• Off the coast of Antarctica – hosts several Adélie

colonies– the colonies have not

always been located there.• Researchers have found that

the current favorable conditions are relatively new and that the Ross Island colonies were likely established only within the past 1,000 years. Pictures from

http://www.landcareresearch.co.nz/research/ecosystems/penguins/index.asp

• I am a Climatologist with the Intergovernmental Panel on Climate change in Geneva, Switzerland. I study long term patterns in climate.

• My colleagues and I have researched changes in air temperatures on the Antarctic Peninsula since 1947.

• We have observed that although air temperatures on the Peninsula cycle up and down, they have increased overall. We think this may be occurring due to greenhouse gases, but we are unsure of the impacts on the Antarctic ecosystem.

Air temperature rising on Antarctic Peninsula

Scientist Groups

• Each table (groups of 4-5) represents a different group of scientists (you all have information on the Adélie penguins) – Oceanographers (Tables 1, 6, 12)– Meteorologists (Tables 2, 5, 11)– Marine ecologists (Tables 3, 8, 10)– Fisheries biologist (Tables 4, 7, 9)

• Your team’s job is to describe the effects of warming on the Adélie penguins through an investigation of your collected data (on handouts).

Scientist Group Goals

• Fill out the “My Argument” sheet as a group to outline your argument– My position is that our data supports/does not

support our claim that global warming is having a negative/positive influence on the (ecosystem, reproduction, etc.) of Adélie penguins.

• Graph your data on the large paper• Summarize your argument on the large paper

(work together to form the best argument)

Arguments can be expanded and thereby improved by considering MULTIPLE LINES OF EVIDENCE or MULTIPLE PERSPECTIVES.

• Multiple Perspectives:

supports

is challenged by

is addressed by

supportsClaimEvidence

Counter-Position

Rebuttal

Visit another scientist group

• Go over to a table next to you that has a different set of data and share your data and argument on your large piece of paper.– How does the new data change your position– What new questions do you have?– Could other scientist groups answer your

questions?• If you have time, visit another group and

revise your argument

Scientific Practices1. Analyzing and interpreting data2. Using mathematics3. Constructing explanations4. Engaging in argument from evidence

Next Generation Science Standards

• Students who demonstrate understanding can:– generate and revise qualitative explanations from data for the

impacts on Earth's systems that result from increases in human population and rates of consumption.

• Students who demonstrate understanding can:– Design engineering solutions for stabilizing changes to communities

by: (1) using water efficiently, (2) minimizing human impacts on environments and local landscapes by reducing pollution, and (3) reducing the release of greenhouse gases.

• Students who demonstrate understanding can: – Use evidence to support arguments that changing any physical or

biological component of an ecosystem may result in shifts in the populations of species in the ecosystem.

How can you enhance the quality of argument in your classroom?

• Create an environment in which student comments and opinions are valued.

• Expect student contributions to classroom discourse.

• Provide plenty of opportunities for students to practice argumentation skills.

• Explicitly discuss the nature of high quality argumentation.

• Provide opportunities for students to evaluate arguments and data.