Argumentation and Modeling – The Teaching Channel Series

Jan 30, 2024

Here is a series of six videos about argumentation and modeling in early elementary classes. The AST team worked with the Teaching Channel to produce these videos as a part of the Deep Learning Labs, with funding from NSF.

 

Modeling

Modeling in the Early Years – Overview

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Critiquing & Revising Models: Structuring Whole-class Share-outs

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Building Scientific Ideas with Interactive Read-Alouds

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Argumentation

Scientific Argumentation in the Early Grades

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>Agree Disagree T-charts: Supporting Claims with Multiple Sources of Evidence

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Tools to Support Model-Based Claims, Evidence, and Reasoning

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Also, we collected these as a playlist on our AST YouTube Channel here.

 

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Equity

This series explores several Justice and Equity concepts within science education. The videos show students using their existing funds of knowledge and multiple means of expression while participating in scientific sense-making, rather than gathering known facts. To achieve this, teachers elevate divergent thinking, and contributions from communities that traditional science often neglects. This expands the notion of what counts as scientific ways of knowing and supports scientific work as a collaborative effort.

Research

There are many resources that might help you to extend these ideas:

Haverly, C., Hossein, B., & Richards, J. (2021). Mapping vocabulary onto student sense-making: Strategies that encourage emergent bilingual students to make sense of science. Science and Children, 59(2), 22-26

Cartier, J., Smith, M. S. S., Stein, M. K., & Ross, D. (2013). 5 practices for orchestrating task-based discussions in science. National Council of Teachers of Mathematics.

Wright, T. S., & Gotwals, A. W. (2023). Supporting integrated instruction in science and literacy in K-2 classrooms. In S. Q. Cabell, S. B. Neuman, & N. P. Terry (Eds.), Handbook on the science of early literacy (pp. 162-174). Guilford Publications.

Lawrence Hall of Science’s Argumentation Toolkit website

Shim, S-Y., Thompson, J., Richards, J., & Vaa, K. (2018). Agree/disagree T-charts: Supporting young students in scientific modeling and argumentation. Science and Children, 56(1), 39-47.

McNeill, K. L., & Martin, D. M. (2011). Claims, evidence, and reasoning: Demystifying data during a unit on simple machines. Science and Children, 48(8), 52-56.

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This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995