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ERIC Number: EJ1046241
Record Type: Journal
Publication Date: 2013-Jul
Pages: 6
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-0036-8555
The Language of Argumentation
Taylor, Laurie
Science Teacher, v80 n5 p44-49 Jul 2013
Using scientific debate focuses students on the real-life applications and implications of science and increases their reasoning skills, presentation skills, and science content knowledge. In this article, the author defines an "argument" as a position based on evidence and a "debate" as a formal setting in which two teams present their arguments using a specific format. To engage in a debate, students must understand the concepts so they can address pros and cons of the argument and develop a rebuttal to the opposing side's arguments. Classroom debate is an instructional strategy that engages students in scientific argumentation. Using scientific debate focuses students on the real-life applications and implications of science. Obtaining, evaluating, and presenting information is a key practice identified in "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" (NRC 2012). When students participate in debates, they are required to examine issues from an argumentative standpoint and justify their position.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A