Abstract
This study was aimed to develop a general argumentation framework for evaluating the quality of causal arguments across scientific and social contexts. We designed a computer-delivered assessment that contains four scenario-based argumentation tasks. Each task asks students to identify relevant evidence from provided data sources and use the evidence to construct an argument that answers a causal question. One task is about a social issue, while the rest three tasks each requires knowledge of a scientific concept (melting/evaporation, photosynthesis, trophic cascade). The assessment was implemented with 349 students from urban middle and high schools. Based on the data and prior research, we developed an empirically grounded argumentation framework that contains four qualitatively different levels: non-causal arguments, causal arguments lacking logical connections, causal arguments with weak reasoning, and causal arguments with strong reasoning. The qualitative results provide evidence of the existence of the argumentation levels. The IRT analysis and the Wright map provide the evidence that the order of and the distinctions among the argumentation levels are meaningful. Together, the qualitative and quantitative results support the viability of the framework.
Similar content being viewed by others
References
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014). Standards for educational and psychological testing. Washington: American Educational Research Association.
Bennett, R. E. (2010). Cognitively based assessment of, for, and as learning (CBAL): A preliminary theory of action for summative and formative assessment. Measurement, 8, 70–91.
Berland, L. K., & McNeill, K. L. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94(5), 765–793. https://doi.org/10.1002/sce.20402
Braaten, M., & Windschitl, M. (2011). Working toward a stronger conceptualization of scientific explanation for science education. Science Education, 95, 639–669.
Bricker, L. A., & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practice of science education. Science Education, 92, 473–498.
Clark, D., & Sampson, V. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293–321.
Common Core State Standards Initiative (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Retrieved June 8, 2019 from http://www.corestandards.org/ELA-Literacy/
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287–312.
Eemeren, F. H. V., & Grootendorst, R. (2004). A systematic theory of argumentation: The pragmadialected approach. Cambridge: Cambridge University Press.
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education, 88, 915–933.
Fortus, D., Shwartz, Y., & Rosenfeld, S. (2016). High school students’ meta-modeling knowledge. Research in Science Education, 46(6), 787–810.
Jin, H., Mehl, C. E., & Lan, D. H. (2015). Developing an analytical framework for argumentation on energy consumption issues. Journal of Research in Science Teaching, 52(8), 1132–1162. https://doi.org/10.1002/tea.21237.
Jin, H., Shin, H. J., Hokayem, H., Qureshi, F., & Jenkins, T. (2019). Secondary students' understanding of ecosystems: A learning progression approach. International Journal of Science and Mathematics Education, 17(2), 217–235. https://doi.org/10.1007/s10763-017-9864-9.
Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50, 1–73.
Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62(2), 155–178.
McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Science, 15(2), 153–191.
Mendonça, P. C. C., & Justi, R. (2013). The relationships between modelling and argumentation from the perspective of the model of modelling diagram. International Journal of Science Education, 35(14), 2407-2434.
Mendonça, P. C. C., & Justi, R. (2014). An instrument for analyzing arguments produced in model-based chemistry lessons. Journal of Research in Science Teaching, 51, 192–218.
NGSS Lead States (2013). Next generation science standards: For states, by states. Washington: Achieve, Inc..
NRC (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington: The National Academies Press.
NRC. (1996). National Science Education Standards : Observe, interact, change, learn. Washington, D.C.: National Academies Press.
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41, 994–1020.
Osborne, J., Henderson, B., MacPherson, A., Szu, E., Wild, A., & Yao, S.-Y. (2016). The development and validation of a learning progression for argumentation. Journal of Research in Science Teaching, 53, 821–846.
Ripple, W. J., Larsen, E. J., Renkin, R. A., & Smith, D. W. (2001). Trophic cascades among wolves, elk, and aspen on Yellowstone National Park’s northern range. Biological Conservation, 102, 227–334.
Schwarz, C. V., Reiser, B. J., Fortus, D., Davis, E. A., Kenyon, L., & Shwartz, Y. (2009). Developing a learning progression of scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46, 632–655.
Simosi, M. (2003). Using Toulmin’s framework for the analysis of everyday argumentation: Some methodological considerations. Argumentation, 17, 185–202.
Toulmin, S. E. (1958). The uses of argument. Cambridge Cambridge University Press.
Walton, D. (1996). Argumentation schemes for presumptive reasoning. Mahwah: Lawrence Erlbaum Associates.
Wilson, M. (2005). Constructing measures: An item response modeling approach. New York: Taylor & Francis Group.
Wilson, C. D., Tylor, J. A., Kowalski, S. M., & Carlson, J. (2010). The relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47, 276–301.
Funding
The work reported in this article is funded by Educational Testing Service, under Challenge IX.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Jin, H., Yan, D., Mehl, C.E. et al. An Empirically Grounded Framework That Evaluates Argument Quality in Scientific and Social Contexts. Int J of Sci and Math Educ 19, 681–700 (2021). https://doi.org/10.1007/s10763-020-10075-9
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-020-10075-9