The focus of this project is to analyze how teachers employ writing and discussion as argumentative practices in science classrooms and how, in turn, their students learn to participate in these new practices as opportunities to learn science content. We define the teaching and learning of argumentation as a diverse set of situated ways of using spoken and written language (and related semiotic systems) for articulating a warranted perspective. This involves events such as the exploration of a topic, inquiry, advancement of knowledge, dialogue with others articulating alternative positions, the construction of social relationships both among those co-present and between authors and readers as competitive or collaborative. This paper analyzes data collected during a two-week instructional unit on Newton’s Third Law in an accelerated secondary physics classroom. Data collection methods include video recordings, in-person observations, and semi-structured interviews with the instructor and students.

Scientific Argumentation in the Secondary Physics Classroom

B4.1 - PER: Curriculum and Instruction

technical paper

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Zac Patterson

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Scientific Argumentation in the Secondary Physics Classroom

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