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Making thinking visible in classroom via scientific argumentation
Scientific argumentation
Wheel of reasoning
Issue Date: 
Ning, H. T., & Chang, S. M. (2014). Making thinking visible in classroom via scientific argumentation. In Y. -J. Lee, N. T -L. Lim, K. S. Tan, H. E. Chu, P. Y. Lim, Y. H. Lim, & I. Tan (Eds.), Proceedings of the International Science Education Conference 2014 (pp. 1252-1267). Singapore: National Institute of Education.
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.
Appears in Collections:Conference Papers

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