Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory,Journal of Chemical Education

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Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory
Journal of Chemical Education ( IF 2.5 ) Pub Date : 2019-02-09 00:00:00 , DOI: 10.1021/acs.jchemed.8b00745
Joi Phelps Walker ₁ , Andrea Gay Van Duzor ₂ , Meghan A. Lower ₁

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Scientific argumentation is a key means by which students make sense of content and processes in inquiry-based instruction. In scientific argumentation students make a claim that they support with evidence and provide reasoning as to how the evidence supports the claim. Integrating the different aspects of scientific argumentation can be challenging for students especially if they need to make a claim change to accommodate new evidence. This study examines student argumentation within a two-semester general chemistry laboratory sequence at a minority-serving, comprehensive university in the Midwest, which employed the Argument-Driven Inquiry (ADI) instructional model for laboratory instruction. Video recordings of group argumentation from four investigations, two each semester, were coded using the Assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol. On the basis of the data, students did not tend to change their claims or reasoning even when provided with contradictory evidence. Semistructured interviews with students also coded with the ASAC revealed that students did not view claim change as a valid component of argumentation.

中文翻译：

在实验室中促进辩论：索赔变更和理论辩护的挑战

科学论证是学生在基于探究的教学中理解内容和过程的一种重要手段。在科学论证中，学生声称他们有证据支持并提供推理关于证据如何支持索赔。整合科学论证的不同方面对学生而言可能是一个挑战，特别是如果他们需要更改主张以适应新的证据时。这项研究在中西部一所为少数民族提供服务的综合性大学中，在为期两学期的普通化学实验室序列中研究了学生的论点，该大学采用了以论据驱动的探究（ADI）指导模型进行实验室指导。使用“课堂中的科学论证评估”（ASAC）观察协议对来自四个调查（每个学期两个学期）的小组论证的视频记录进行编码。根据数据，即使有矛盾的证据，学生也不会改变他们的主张或推理。

更新日期：2019-02-09

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