How do we support students in interacting with peers during argumentation?

Introductory Module Session 4

Session Goals: 

  • Teachers will develop an understanding of argumentation as a social process in which students build, question and critique claims using evidence and reasoning.
  • Teachers will design a new lesson or revise an existing lesson to integrate argumentation into their science instruction.*
  • Teachers will identify areas of argumentation that are challenging for their students.*

*Note: These final two goals are only applicable if the module is implemented as multiple sessions.

Two students

Session Slides:

Introductory Module Session 4 PDF

Agenda:

*Extension discussion – Try it with your students!

  1. Video & Discussion: Encouraging student interactions
  2. Activity: Analyzing data with peers
  3. Discussion: Connections between argumentation elements
  4. Session takeaways

​*Extension – Try it with your students!


*Extension discussion – Try it with your students!

Share your experience:

  • Share the lesson you developed to focus on reasoning, as well as any student artifacts you may have.

Discussion Questions:

  • What went well with the lesson? Why do you think it went well?
  • What was challenging with the lesson? Why do you think it was challenging?

1. Video & Discussion: Encouraging student interactions

Watch the video below, which focuses on the interactive nature of argumentation.

Discussion Questions:

  • What are the benefits to having your students interact with peers during argumentation tasks? 
  • What challenges do you think your students might have when engaged in this work?
  • What types of activities (e.g. writing arguments, science seminar) can you envision incorporating into your instruction to encourage student-to-student interactions? Why?

2. Activity: Analyzing data with peers

Lung Test Chart

The task: 

  1. Examine results from three studies to develop the strongest argument in response to the question – When a person trains to become an athlete, how does her body change to become better at releasing energy?
  2. Work with others as you engage in this task, making sure to: listen to one another, ask each other questions, build off other’s ideas, critique ideas that you do not agree with, and be convincing


Background Science Content:

  • When the human body exercises, cells need more energy.
  • The mitochondria in cells need both glucose and oxygen to release energy.
  • The body systems work together to deliver glucose and oxygen to the cells in the body.


Discussion about Activity:

  • What did you talk about when you engaged in this task?
  • How did interacting with others influence the argument you developed?
  • What types of supports do you think your students might need to engage in this element of argumentation?

3. Discussion: Connections between argumentation elements

Argumentation Elements Chart

Discussion Questions:

  • How do you see these elements working together? 
  • What strengths do you see in using these argumentation elements in your classroom? 
  • What challenges do you think your students will have engaging in these argumentation elements?
  • What questions do you still have about these elements?

4. Session takeaways

Two students are writing
  • Argumentation entails students questioning, critiquing and building off of their peer’s ideas
  • Persuading others of the strength of a claim is an authentic goal of argumentation
  • Interacting with peers can help students develop stronger arguments
  • Students can convince an audience of an argument through both writing and speaking tasks

* Extension – Try it with your students!

The task:

  • Develop or revise a lesson to encourage students to interact with their peers during an argumentation task. This lesson could be a science seminar, making sense of data from an investigation, writing a persuasive argument, or another activity. 
  • Meet with colleagues to share the lesson you developed, as well as potentially student artifacts (such as writing) or a video clip of students engaged in this.

View Other Sessions

Introductory Module Agenda

Session NameDescriptionLength
Session #1: What is the role of evidence in a scientific argument?This session introduces the four areas of argumentation that students need extra support in, and then focuses specifically on the role of evidence.45 minutes
Session #2: How does considering competing claims support students’ use of evidence and reasoning?This session illustrates how engaging students in competing claims supports their use of evidence and reasoning, and also deepens their understanding of the science content.45 minutes
Session #3: What is the role of reasoning in a scientific argument? This session focuses on the role of reasoning, and introduces an instructional strategy that can help students incorporate reasoning into their written arguments.45 minutes
Session #4: How do we support students in interacting with peers during argumentation?This session highlights the interactive nature of argumentation using an activity in which students analyze data with peers.45 minutes