Teachers’ Use of Critical Questions for Argument Evaluation

Authors

Michael Van Winkle, University of Nevada, Las Vegas
LeAnn G. Putney, University of Nevada, Las VegasFollow
Edward M. Nussbaum, University of Nevada, Las VegasFollow

Document Type

Conference Proceeding

Publication Date

6-1-2020

Publication Title

International Conference of the Learning Sciences (ICLS) 2020 Proceedings

First page number:

2347

Last page number:

2348

Abstract

Secondary students can be taught to evaluate arguments using critical questions (CQs). Science teachers who were coached in argumentation pedagogy through a year-long professional development adopted CQs to various degrees, showing growth in confidence while illustrating challenges. Teachers who used CQs more extensively saw gains in student uptake of argument evaluation questions, and in writing. Challenges included curricular pressures and differentiating instruction for English language learners.

Keywords

Secondary students; Argument evaluation; Scientific argumentation; Student development

Disciplines

Education | Teacher Education and Professional Development

Language

English

Repository Citation

Van Winkle, M., Putney, L. G., Nussbaum, E. M. (2020). Teachers’ Use of Critical Questions for Argument Evaluation. International Conference of the Learning Sciences (ICLS) 2020 Proceedings 2347-2348.
http://dx.doi.org/10.22318/icls2020.2347