The Argumentation Toolkit
  • Home
  • Intro
  • Argument Elements
    • Evidence
    • Reasoning
    • Student Interaction
    • Competing Claims
  • Resources
  • Teacher Learning
    • Introductory Module >
      • Session 1
      • Session 2
      • Session 3
      • Session 4
    • Advanced - Science Seminar >
      • Session 1
      • Session 2
      • Session 3
      • Session 4
    • Advanced - Designing Rich Tasks >
      • Session 1
      • Session 2
      • Session 3
      • Session 4
    • Advanced - Evidence and Reasoning >
      • Session 1
      • Session 2
      • Session 3
      • Session 4
  • About

Introduction

The Argumentation Toolkit website includes videos and other resources to support teachers in successfully integrating argumentation into science lessons. Scientific argumentation is a social process in which students build, question and critique claims using evidence about the natural world. This is a key practice both in the Next Generation Science Standards and the Common Core State Standards for English Language Arts and Literacy. The resources are developed around 4 elements of scientific argumentation that students need extra support around: 1) Evidence, 2) Reasoning, 3) Student Interaction, and 4) Competing Claims.

The video below gives an overview of the toolkit. The other resources on this page explain the argumentation elements and provide a more in depth rationale for the focus on argumentation. Additional resources are organized under the “Argument Elements” and “Other Resources” tabs.
Argumentation Toolkit Overview

Argumentation Overview
argumentstructure.pdf
File Size: 1261 kb
File Type: pdf
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argumentationelements.pdf
File Size: 1211 kb
File Type: pdf
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argumentationactivities.pdf
File Size: 1756 kb
File Type: pdf
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Rationale: Argumentation as a Part of Science

Rationale: Argumentation for Deeper Learning

Rationale: Argumentation and the Standards
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This project was supported by National Science Foundation Grant DRL-1119584. Any opinion, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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