Scientific argumentation

PictureNYC students analyzing water from the Hudson River.

Scientific argumentation is one of eight essential practices identified by the new Framework for K-12 science education and accompanying Next Generation Science Standards (NGSS).  The Framework describes the practice in this way: "In science, the production of knowledge is dependent on a process of reasoning that requires a scientist to make a justified claim about the world. In response, other scientists attempt to identify the claim’s weaknesses and limitations." 

By grade 12, students should be able to
•    Construct a scientific argument showing how data support a claim.
•    Identify possible weaknesses in arguments . . . and discuss them using reasoning and evidence."

A large body of research demonstrates that engaging in argumentation improves students' understanding of scientific concepts and attitude toward learning science.  However, to date, there has been little research about how to best measure students' ability to argue in science.  High quality assessments of argumentation will operationalize the practice of argumentation for practitioners, and provide a way to measure student progress toward mastery of this complex competency. 

Assessments of scientific argumentation in ecology

For my dissertation, I developed a set of assessment items to measure students' ability to construct and critique scientific arguments in ecology.  These items were developed in collaboration with practicing ecologists and high school biology teachers from the NYCDOE.  They have underwent initial pilot testing with high school students, and were edited based on findings from cognitive labs ("think aloud" interviews) with students.  Using data from interviews with scientists, interviews with students, and assessment data from >250 NYC high school students, I offer conclusions about designing items to assess complex practices such as argumentation, and about the relationship between what students know about science (specifically, ecology) and the quality of their arguments.

Here is my dissertation abstract