Fostering Scientific Argumentation in the
Elementary Classroom
Conference for the Advancement of Science Teaching
2015
Tracey Ramirez
Professional Learning Facilitator, K–5 Science
Charles A. Dana Center
2015
Fostering Scientific Argumentation in Elementary
This session...
Participants will explore instructional strategies that support
students as they learn to use claims, evidence, and reasoning
to engage in scientific argumentation and to construct
explanations of the world around them.
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Fostering Scientific Argumentation in Elementary
A Framework for K–12 Science
Education articulates a broad set of
expectations for students in science. It is
based on a rich and growing body of
research on teaching and learning in
science, as well as on nearly two
decades of efforts to define foundational
knowledge and skills for K–12 science
and engineering.
— National Research Council. (2012). A Framework for K–12
Science Education: Practices, Crosscutting Concepts, and Core
Ideas. Washington, DC: The National Academies Press, pages 1–2.
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Fostering Scientific Argumentation in Elementary
Scientific and Engineering Practices
1.  Asking questions and defining problems.
2.  Developing and using models.
3.  Planning and carrying out investigations.
4.  Analyzing and interpreting data.
5.  Using mathematics and computational thinking.
6.  Constructing explanations and designing solutions.
7.  Engaging in argument from evidence.
8.  Obtaining, evaluating, and communicating information.
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Fostering Scientific Argumentation in Elementary
Scientific and Engineering Practices
1.  Asking questions and defining problems.
2.  Developing and using models.
3.  Planning and carrying out investigations.
4.  Analyzing and interpreting data.
5.  Using mathematics and computational thinking.
6.  Constructing explanations and designing solutions.
7.  Engaging in argument from evidence.
8.  Obtaining, evaluating, and communicating information.
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Fostering Scientific Argumentation in Elementary
Constructing explanations
“The goal for students is to construct logically coherent
explanations of phenomena that incorporate their current
understanding of science … consistent with the available
evidence.”
— National Research Council. (2012). A Framework for K–12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas.
Washington, DC: The National Academies Press, page 52.
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Fostering Scientific Argumentation in Elementary
Constructing explanations
Evidence
Evidence
Claim
Evidence
Reasoning
— McNeill, K. L., & Krajcik, J. S. (2012).
Supporting grade 5–8 students in constructing explanations in science: The claim, evidence,
and reasoning framework for talk and writing. Boston: Pearson.
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2015
Fostering Scientific Argumentation in Elementary
How do we help students construct explanations?
Claims
Statement that
answers the
question for the
investigation.
Evidence
Scientific data
that support the
claim.
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Reasoning
A justification that
uses scientific
principles to
further explain
how the evidence
supports the
claim.
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Fostering Scientific Argumentation in Elementary
How do we help students construct explanations?
Sentence Frames
Making a
Claim
I claim that ________.
I now know that ________.
Providing
Evidence
I claim this because ________.
I know this because ________.
The evidence I can use to support this claim is ________.
Reasoning
I know _______ (claim) because _______ (justification).
My evidence supports my claim because ________.
— Adapted from Ross, D., Fisher, D., & Frey, N.
(2009 November). The art of argumentation. Science and Children, 47(3), pages 28–31.
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Fostering Scientific Argumentation in Elementary
Scientific and Engineering Practices
1.  Asking questions and defining problems.
2.  Developing and using models.
3.  Planning and carrying out investigations.
4.  Analyzing and interpreting data.
5.  Using mathematics and computational thinking.
6.  Constructing explanations and designing solutions.
7.  Engaging in argument from evidence.
8.  Obtaining, evaluating, and communicating information.
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Fostering Scientific Argumentation in Elementary
Engaging in argument from evidence
“In science, reasoning and argument are essential for
identifying the strengths and weaknesses of a line of reasoning
and for finding the best explanation for a natural phenomenon.
Scientists must defend their explanations, formulate evidence
based on a solid foundation of data, examine their own
understanding in light of the evidence and comments offered
by others, and collaborate with peers in searching for the best
explanation for the phenomenon being investigated.”
— National Research Council. (2012). A Framework for K–12 Science Education: Practices,
Crosscutting Concepts, and Core Ideas, Washington, DC:
The National Academies Press, page 52.
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Fostering Scientific Argumentation in Elementary
Engaging in argument from evidence
Evidence
Evidence
Claim
Evidence
Reasoning
— McNeill, K. L., & Krajcik, J. S. (2012).
Supporting grade 5–8 students in constructing explanations in science: The claim,
evidence, and reasoning framework for talk and writing. Boston: Pearson.
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Fostering Scientific Argumentation in Elementary
How do we help students engage in argument from evidence?
Sentence Frames
Asking for
Evidence
I have a question about ________.
What causes ________ to ________?
How did you know that ________ was ________?
Can you show me where you found the information about ______?
I think you need further evidence because ________?
I don’t think your claim matches your evidence because ________?
Critiquing
I think you should also consider ________.
Others’
Reasoning I want to know more about how you ________.
I don’t think your reasoning is accurate because ________.
— Adapted from Ross, Fisher & Frey, 2009, and
Lee, E. J., Cite, S., & Hanuscin, D. (2014 September). Taking the “mystery” out of argumentation.
Science and Children, 52(1), pages 46–52.
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Fostering Scientific Argumentation in Elementary
Engaging in argument from evidence
Rebuttal
Evidence
Evidence
NOT
Claim 1
Claim 2
Evidence
because
Evidence
and
Reasoning
Reasoning
— Adapted from McNeill, K. L., & Krajcik, J. S. (2012).
Supporting grade 5–8 students in constructing explanations in science: The claim,
evidence, and reasoning framework for talk and writing. Boston: Pearson.
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Fostering Scientific Argumentation in Elementary
Engaging in argument from evidence
The rebuttal is formulated by
•  Discussing and analyzing the claims, evidence, and
reasoning of others (alternative explanations); and
•  Providing counter-evidence and counter-reasoning for why
the alternative explanation is not appropriate.
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Fostering Scientific Argumentation in Elementary
Engaging in argument from evidence
Keep in mind...
•  Formulating a rebuttal is very complex, and it may not be
appropriate to refer by name to this component of
argumentation with elementary students.
•  However, the idea of rebuttal may very well emerge during
science talks, particularly if there is disagreement around a
particular claim.
•  If multiple potential claims emerge, the class will want to
discuss the strength of those claims and what evidence and
reasoning the class has to support the claims.
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Fostering Scientific Argumentation in Elementary
How do we help students engage in argumentation?
Sentence Frames
I disagree with ________ because ________.
The reason I believe ________ is ________.
Offering a
The facts that support my idea are ________.
Counterclaim
One difference between my idea and yours is ________.
My idea was ________ because ________.
I know ______ (claim 2) is not correct because ______ (evidence
Formulating a and reasoning).
Rebuttal
______ (evidence) proves that claim is not valid because ______.
— Adapted from Ross, D., Fisher, D., & Frey, N. (2009 November).
The art of argumentation. Science and Children, 47(3) pages 28–31.
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Fostering Scientific Argumentation in Elementary
Where do I go from here?
Level of
Complexity
Simple
Complex
Framework Sequence
Variation 1
•  Claim
•  Evidence
Variation 2
•  Claim
•  Evidence (multiple pieces)
Variation 3
•  Claim
•  Evidence (multiple pieces)
•  Reasoning
Variation 4
•  Claim
•  Evidence (multiple pieces)
•  Reasoning
•  Rebuttal
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Using Science Notebooks to Develop Literacy Skills
What is applicable for my students?
(a) Introduction.
(3) The study of elementary science includes planning and
safely implementing classroom and outdoor investigations
using scientific processes, including inquiry methods,
analyzing information, making informed decisions, and using
tools to collect and record information, while addressing the
major concepts and vocabulary, in the context of physical,
earth, and life sciences. Districts are encouraged to facilitate
classroom and outdoor investigations for at least ____% of
instructional time.
•  Grades K–1 – 80%
•  Grades 2–3 – 60%
•  Grades 4–5 – 50%
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Fostering Scientific Argumentation in Elementary
Scientific and Engineering Practices
1.  Asking questions and defining problems.
2.  Developing and using models.
3.  Planning and carrying out investigations.
4.  Analyzing and interpreting data.
5.  Using mathematics and computational thinking.
6.  Constructing explanations and designing solutions.
7.  Engaging in argument from evidence.
8.  Obtaining, evaluating, and communicating information.
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Fostering Scientific Argumentation in Elementary
Resources
What’s Your Evidence?
Engaging K–5 Students
in Constructing
Explanations in Science
by Carla Zembal-Saul, Katherine
L. McNeill, and Kimber
Hershberger
Pearson, 2013
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Fostering Scientific Argumentation in Elementary
Resources
•  Lee, E. J., Cite, S., & Hanuscin, D. (2014 September). Taking the
“mystery” out of argumentation. Science and Children, 52(1), pages
46–52.
•  McNeill, K. L., & Krajcik, J. S. (2012). Supporting grade 5–8 students in
constructing explanations in science: The claim, evidence, and
reasoning framework for talk and writing. Boston: Pearson.
•  National Research Council. (2012). A Framework for K–12
Science Education: Practices, Crosscutting Concepts,
and Core Ideas. Committee on a Conceptual Framework for New K–12
Science Education Standards. Board on Science Education, Division of
Behavioral and Social Sciences and Education. Washington, D.C.: The
National Academies Press.
•  Ross, D., Fisher, D., & Frey, N. (2009 November). The art of
argumentation. Science and Children, 47(3), pages 28–31.
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Fostering Scientific Argumentation in Elementary
Contact information
Tracey Ramirez
Professional Learning Facilitator, K–5 Science
Charles A. Dana Center
tmramirez@austin.utexas.edu
For information on the Dana Center’s other professional
development opportunities, see
www.utdanacenter.org/pd
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