Argumentation Logics Lecture 7: Argumentation with structured arguments (3)
From Stereotypes to Reason: Argumentation as a Tool for ... Erduran - From Stereotypes... · From...
Transcript of From Stereotypes to Reason: Argumentation as a Tool for ... Erduran - From Stereotypes... · From...
From Stereotypes to Reason: Argumentation as a Tool for Engaging and Empowering Girls in STEM
Sibel Erduran �
International Women’s Day
March 6th, 2015
Outline
GENDER STEREOTYPES AND STEM
• Is STEM education contributing to the problem?
• How is STEM conceptualized in education?
INQUIRE-ENGAGE-EMPOWER THROUGH ARGUMENTATION
• What is argumentation and why do we need it in STEM education?
• How can it be a useful strategy in engaging and empowering girls in STEM?
Gender Stereotypes in STEM
Stereotyped Solutions
Contributions of STEM Education?
How is STEM is conceptualised in education?
All students are bombarded with de-contextualised and fragmented knowledge Matter is made of tiny, indivisible particles.
Day and night are caused by a spinning Earth.
Plants convert light and water into food.
Emphasis on ‘what’ we know rather than ‘how’ we know’ What’s the evidence?
How do we justify our claims?
Nature of Science: A ‘Family’ of Fields of Inquiry
Family Resemblance Approach: Science as a Cognitive-Epistemic and
Social-Institutional System
Argumentation
Argumentation as the justification of knowledge claims with evidence
Commitment to evidence and rationality
Emphasis of reason and justification
Tool for enhancing STEM habits of mind
Argumentation as a key reasoning strategy in STEM
Argumentation as a skill for informed citizenship
Curriculum Context
0 10 20 30 40 50
Other
Grouped Discussion
Preparing or Clearing Away
Open Practical Task
Closed Practical Task
Observing Demonstration
Open paper and Pencil Task
Copying
Set Exercise
Reading
Listening
%
Non-Practical
Practical
Time dedicated in science lessons to different activities
(Driver et al., 1989)
Research in Argumentation in STEM Education
Example:
Third year chemical engineering
students
Design in refrigeration
Difficulties in coordinating
theory and evidence
Example including claim, data, warrant:
T Yeah. Can you think of any others for?
S The zoo has like endangered species
T Yes, if they are becoming extinct or endangered then it becomes a way of protecting endangered species doesn't it?
(Erduran, Simon & Osborne, 2004)
Analysing Argumentation
Defining Argument
DATA CLAIM
WARRANT
BACKING
REBUTTAL
TOULMIN’S ARGUMENT PATTERN
(Toulmin, 1958)
Teacher 1
Teacher A
Teacher B
Level 1: Level 1 arguments are arguments that are a simple claim v a counter claim or a claim v claim
Level 2: Level 2 arguments consist of claims with either warrants, backings or data but do not contain any rebuttals
Level 3: Level 3 arguments consist of a series of claims or counter claims with either data, warrants or backings with the occasional weak rebuttal
Level 4: Level 4 arguments consist of a claim with a clearly identifiable rebuttal. Such an argument may have several claims and counter claims as well but this is not necessary
Level 5: This is an extended argument with more than one rebuttal
Levels of Argument
Quality of Argumentation
Argumentation by level – 24 lessons, 48 groups
0%
10%
20%
30%
40%
50%
1 2 3 4 5
Argument Level
Zoo/Sci 1
Leisure/Sci 2
Co-construction of Arguments
Physics example
Biology example
Chemistry example
Modeling Argumentation Practices in Teachers’ Professional Development
Identifying a problem to investigate Negotiating and justifying choice of topic, pupils etc.
Gathering and evaluating data School-based work including peer video-taping and pair conversations on data
Selecting and justifying evidence Group selection of video and resource data
Communicating knowledge Workshop presentations to peers; conference presentation by team
(Erduran & Yan, 2010; Erduran, Yee & Ingram, 2012)
Professional Development Resources
“The rationality of science is secured by its commitment to evidence; the fostering of a
commitment to evidence is a fundamental educational aim. Science's rationality thus
makes it particularly well suited to the general task of education, and science education
can, and should be seen as a central component of an education dedicated to the
fostering of rationality and critical thinking. The commitment to evidence is basic both to
science and to education.”
Siegel, H. (1989). The Rationality of Science, Critical
Thinking and Science Education. Synthese, 80(1), 9-42.
Value of Argument