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
Repository Citation
Nussbaum, E. M.,
Tian, L.,
Van Winkle, M. S.,
Perera, H. N.,
Putney, L. G.,
Dove, I. J.
(2020).
Using the Critical Questions Model of Argumentation for Science Teacher Professional Learning and Student Outcomes.
International Conference of the Learning Sciences (ICLS) 2020 Proceedings
1895-1902.
http://dx.doi.org/10.22318/icls2020.1895