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journal article May 11, 2024

Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students

E. Michael Nussbaum Michael S. Van Winkle ORCID Lixian Tian ORCID LeAnn G. Putney ORCID Margarita Huerta ORCID Harsha N. Perera Ian J. Dove ORCID Alicia N. Herrera Kristoffer R. Carroll
Science Education Vol. 108 No. 5 pp. 1420-1447 · Wiley
View at Publisher Save 10.1002/sce.21877
Abstract
AbstractCritiquing arguments is important for K‐12 science students to learn but not emphasized by the predominant claim‐evidence‐reasoning (CER) argumentation model. Drawing on the work of Yu and Zenker (2020), and Dove and Nussbaum (2018), we developed a tool for supplementing CER with critical questions (CQs) from philosophy that cover most, if not all, the logical dimensions of argument critique. Six middle school science teachers designed lessons involving argumentation, including the use of CQs. We assessed the effects on student self‐efficacy for engaging in argument critique, teacher self‐efficacy for using argument pedagogy, and teachers’ perceptions of the value of CQs. Qualitative data included teacher interviews, lesson transcripts, and student work samples. Quantitative data included surveys of student self‐efficacy administered at the beginning and end of the school year. There was evidence suggesting an increase over time in students’ confidence for engaging in argument critique and teachers’ confidence with argument pedagogy. However, only four of the six teachers were confident and skilled enough to include CQs in their lessons. Those who did use CQs tended to perceive them as providing a helpful structure for critique, prompts for deeper thinking, and a tool for fostering critical classroom norms. Discussion of CQs may have benefitted students’ writing by promoting peer critique and encouragement to elaborate. Overall, CQs afford students with a framework for judging argument strength. Scientific argumentation involving CQs provides a more contemporary philosophical basis for scientific argumentation than CER or the Toulmin model as it emphasizes the critical and dialogic nature of science.
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Showing 50 of 108 references

Metrics
6
Citations
108
References
Details
Published
May 11, 2024
Vol/Issue
108(5)
Pages
1420-1447
License
View
Authors
E
E. Michael Nussbaum

Department of Educational Psychology, Leadership, and Higher Education University of Nevada Las Vegas Nevada USA

M
Michael S. Van Winkle

Department of Educational Psychology, Leadership, and Higher Education University of Nevada Las Vegas Nevada USA

L
Lixian Tian

Department of English Teacher Education College of Teacher Education Hebei Normal University Shijazhuang China

L
LeAnn G. Putney

Department of Educational Psychology, Leadership, and Higher Education University of Nevada Las Vegas Nevada USA

M
Margarita Huerta

Department of Early Childhood, Multilingual, & Special Education University of Nevada Las Vegas Nevada USA

H
Harsha N. Perera

Department of Educational Psychology, Leadership, and Higher Education University of Nevada Las Vegas Nevada USA; School of Education University of Southern Queensland Toowoomba QLD Australia

I
Ian J. Dove

Department of Philosophy University of Nevada Las Vegas Nevada USA

A
Alicia N. Herrera

Department of Educational Psychology, Leadership, and Higher Education University of Nevada Las Vegas Nevada USA

K
Kristoffer R. Carroll

Curriculum and Instruction Department Clark County School District Las Vegas Nevada USA

Cite This Article
E. Michael Nussbaum, Michael S. Van Winkle, Lixian Tian, et al. (2024). Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students. Science Education, 108(5), 1420-1447. https://doi.org/10.1002/sce.21877
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