Title

Using the Critical Questions Model of Argumentation for Science Teacher Professional Learning and Student Outcomes

Document Type

Conference Proceeding

Publication Date

6-1-2020

Publication Title

International Conference of the Learning Sciences (ICLS) 2020 Proceedings

First page number:

1895

Last page number:

1902

Abstract

The Critical Questions Model of Argument Assessment (CQMAA) poses questions for evaluating arguments. Seven secondary science teachers completed a year-long professional learning program on using the CQMAA with argument pedagogy. Participants designed and implemented three argument-based lessons. We surveyed (pre/post) teacher and student confidence with using argument pedagogy; students also completed a test assessing their use of critical questions (CQs). We found improvements in teacher and student confidence, and students also became better at critiquing premises (especially analogies). Results regarding evidence critiques and considering alternative explanations were mixed. Also, the teachers reported that the critical questions (CQs) deepened students’ reasoning, but some CQs were more useful than others. The research suggests that developing teachers’ pedagogical content knowledge regarding scientific argumentation is a lengthy process, and that more (video) examples of expert teachers using argument pedagogy are needed, but the CQs are useful tools for both teachers and students.

Keywords

Argumentation; Science education; Professional development; Critical thinking

Disciplines

Education | Teacher Education and Professional Development

Language

English

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