Despite the attention that inquiry has received in science education research and policy, a coherent means for implementing inquiry in the classroom has been missing . In recent research, scientific argumentation has received increasing attention for its role in science and in science education . In this article, we propose that organizing a unit of instruction around building a scientific argument can bring inquiry practices together in the classroom in a coherent way. We outline a framework for argumentation, focusing on arguments that are central to science—arguments for the best explanation. We then use this framework as the basis for a set of design principles for developing a sequence of inquiry-based learning activities that support students in the construction of a scientific argument. We show that careful analysis of the argument that students are expected to build provides designers with a foundation for selecting resources and designing supports for scientific inquiry. Furthermore, we show that creating multiple opportunities for students to critique and refine their explanations through evidence-based argumentation fosters opportunities for critical thinking, while building science knowledge and knowledge of the nature of science.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Falk, A. and Brodsky, L.
"Scientific Argumentation as a Foundation for the Design of Inquiry-Based Science Instruction,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 13
, Article 7.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol13/iss1/7