Today I used a resource from the IDEAS project (short for IDeas,
Evidence and Argument in Science)which was developed at King's College, London
to encourage scientific reasoning by engaging in argument with others and
evaluating arguments. I came across the IDEAS project whilst writing an assignment on reasoning and argumentation for my Masters in Science Education over Christmas. Argumentation encourages cognitive conflict to be established by
offering competing theories surrounding a scientific idea, some of which could
highlight particular misconceptions that students have, whilst encouraging
students to work as a group to argue their opinion and evaluate the opinions of others before using written
argument to conclude and consolidate. The resources pack is designed to provide
15 activities for 15 different KS3 Science topics but the thinking behind it
(and the resources) could easily be adapted to be used with other topics and
with older students. The resources include activities like card sorts,
experimental observation, projects, ranking arguments, agreeing or disagreeing
with statements. Concept cartoons are another example of where cognitive
conflict can be created and (hopefully!) resolved by the subsequent discussion and
argument.
I tried Activity 5 from the pack "Euglena: Plant or
Animal?" with my year 8 class today to introduce the interdependence topic
and classification. I showed a quick video of some euglena under a microscope
before providing students with evidence cards and a table to sort them into
depending on whether they thought the evidence suggested that euglena was a
plant cell, animal cell, both or neither. I explained that this is what
scientists do all the time - they make observations and do experiments to
gather evidence and then they evaluate the evidence. I've found that the
quality of student talk can be improved by modelling high quality talk and
providing scaffolding in the form of sentence starters, such as "I think
that euglena is ... because ..." Once students had spent 10-15 minutes
discussing the evidence and I asked them to give their own personal view
(having made it clear earlier that the group didn't need to reach a consensus
and that it was ok to disagree with others in your group) and to give three
pieces of evidence to prove their opinion, however, they couldn't just copy the
evidence from the card sort they had to add further explanation as to how this
was evidence for their point of view. They were asked to start their written
argument by writing "I think euglena is ... because ..."
I pointed out that the process students have been through is
exactly what scientists do when they are doing research to try and explain
phenomena in the world around us, and that once they have come to their own
conclusion and written it up in a paper they need to have it peer reviewed
before it can be published. So then all the students went to a scientific 'conference' and
had their work peer reviewed, first by a peer in the class who agreed with them
(to strengthen their argument) and then by a peer who disagreed with them (to
try and convince them otherwise). Finally we had a vote on what the class now
though euglena was (turns out it's neither a plant cell or an animal cell, but
belongs to the protist group - as someone who teaches all Chemistry this was
almost a revelation to me as well...) Then cue discussion about the 5 kingdoms
and some very creative classification of their school bags into different groups,
which gave them some appreciation of the scale of the task that faced scientist
when they tried to introduce the classification system!
I loved this activity and this way of thinking because it is
so closely linked to the processes that 'real' scientists do and gets students
to work on their thinking and literacy skills at the same time. I'm incredibly
fortunate to have a top set year 8 class to try activities like this with and I
do wonder whether students in lower sets might struggle with the distinction
between argumentation and just having an argument, but perhaps with sufficient
scaffolding and training they could also learn to develop their reasoning and argumentation
skills which are so valuable not only within the scientific community but
within our society generally.
The IDEAS training and resource packs are available on the National STEM centre website (click here)
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