Making sense of argumentation and explanation

Abstract Constructing scientific explanations and participating in argumentative discourse are seen as essential practices of scientific inquiry (e.g., R. Driver, P. Newton, & J. Osborne, 2000). In this paper, we identify three goals of engaging in these related scientific practices: (1) sensemaking, (2) articulating, and (3) persuading. We propose using these goals to understand student engagement with these practices, and to design instructional interventions to support students. Thus, we use this framework as a lens to investigate the question: What successes and challenges do students face as they engage in the scientific practices of explanation and argumentation? We study this in the context of a…

• NS
  National Science Foundation

  Awards: 0439493, 0101780
• AA
  American Association for the Advancement of Science
• NU
  Northwestern University
• UO
  University of Michigan