Making thinking visible in classroom via scientific argumentation

Abstract

Scientific argumentation is an integral part of learning science. In this small-scale exploratory study, we attempted to develop students' reasoning skill via the use of thinking routine of Claim-Support-Question whilst engaging students in the process of scientific argumentation. Paul's Wheel of Reasoning (1992) is the instrument used as a means to measure the quality of argument and hence student reasoning. This paper describes how the instrument is used to evaluate the quality of arguments and reasoning, discusses its strengths and weaknesses and makes recommendations for classroom instruction and further analyses. Preliminary findings as gathered from a grade-11 class has showed that by using CSQ routine and evaluating students' arguments, helped make their thinking visible in both their conceptual understanding and scientific reasoning, and promote collaborative discourses.