Argumentation Strategies In The Classroom

Argumentation as a teaching and learning method in the K-12 curriculum has received increasing attention across the globe. The reason for this is simple: argumentation helps students develop necessary critical thinking skills. However, teaching this method is not as straightforward as it may appear. Placing the classroom at the centre of the investigation, this book seeks to throw light onto argumentation as a teaching practice by asking: What does it take to teach as argument? What does it mean to be ‘argumentative’ teachers? And, how can we create classroom environments that will help and encourage young people to develop their argument skills? Based on first-hand experience and extensive research, this volume guides the reader through argumentation with the focus placed on the relationship between this teaching method and effective learning and the need to investigate the role of teachers in encouraging argumentation in the classroom. Although there are a considerable number of tools and techniques that promote argumentation in the K-12 classroom, many teachers struggle to successfully implement them in the classroom. Aimed at addressing this issue, this book endeavours to instruct teachers on how to apply argumentation effectively in their day-to-day classes and to clarify argumentation as a teaching and learning strategy. As an important contribution to the field of argumentation and education, this book will be of interest to researchers, post-graduate students, and secondary school teachers, alike.

This research-based book brings tough Standards for Mathematical Practice 3 standards for mathematical argumentation and critical reasoning alive - all within a thoroughly explained four-part model that covers generating cases, conjecturing, justifying, and concluding.

Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.

The Most Reasonable Answer is an innovative and comprehensive guide to using inquiry dialogue--a type of text-based classroom discussion featuring big, contested questions that has been shown to improve higher-order thinking and argument literacy. Based on years of research and work in nearly fifty classrooms, the book supports teachers in facilitating this type of classroom talk in upper-elementary grades, when children are developmentally ready to practice making rigorous, reasoned arguments based on evidence--a critical life skill. Reznitskaya and Wilkinson introduce a robust Argumentation Rating Tool, a rubric highlighting eleven strategies and corresponding talk moves that can be used by teachers and students to improve the quality of their arguments by clarifying meaning, considering alternative perspectives, and connecting ideas. The authors also include annotated transcripts that illustrate how teachers can effectively facilitate whole-group and small-group discussions using fiction, nonfiction, and multimodal texts.--

Develop your high school students' understanding of argumentation and evidence-based reasoning with this comprehensive book. Like three guides in one 'Scientific Argumentation in Biology' combines theory, practice, and biology content.

This text advocates bringing the teaching and learning of argument to the centre of the curriculum, based on the understanding that argument is essential to the development of thinking skills. Its scope is broad, analyzing the function of argument from early childhood education to university study.

Focuses on how to teach, analyze, and assess arguments. Gives clear examples introducing terms from informal logic, naming particular fallacies, and analyzing samples of student writing to show the various approaches to argument being discussed.

Dialogical Argumentation and Reasoning in Elementary Science Classrooms explores how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.