An earlier version of this article, entitled “Assessment of Argument in Science Education: A Critical Review of the Literature,” appeared in S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.). (2006). Proceedings of the Seventh International Conference of the Learning Sciences—Making a Difference (pp. 655–661). Mahwah, NJ: Erlbaum.
Science Studies and Science Education
Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions†
Version of Record online: 13 MAR 2008
Copyright © 2008 Wiley Periodicals, Inc.
Special Issue: Science Studies and Science Education
Volume 92, Issue 3, pages 447–472, May 2008
How to Cite
Sampson, V. and Clark, D. B. (2008), Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Sci. Ed., 92: 447–472. doi: 10.1002/sce.20276
- Issue online: 4 APR 2008
- Version of Record online: 13 MAR 2008
- Manuscript Accepted: 23 JAN 2008
- Manuscript Revised: 16 JAN 2008
- Manuscript Received: 10 FEB 2007
- National Science Foundation. Grant Number: 0334199
Theoretical and empirical research on argument and argumentation in science education has intensified over the last two decades. The term “argument” in this review refers to the artifacts that a student or a group of students create when asked to articulate and justify claims or explanations whereas the term “argumentation” refers to the process of constructing these artifacts. The intent of this review is to provide an overview of several analytic frameworks that science educators use to assess and characterize the nature of or quality of scientific arguments in terms of three focal issues: structure, justification, and content. To highlight the foci, affordances, and constraints of these different analytic methods, the review of each framework includes an analysis of a sample argument. The review concludes with a synthesis of the three focal issues and outlines several recommendations for future work. Ultimately, this examination and synthesis of these frameworks in terms of how each conceptualizes argument structure, justification, and content is intended to provide a theoretical foundation for future research on argument in science education. © 2008 Wiley Periodicals, Inc. Sci Ed92:447–472, 2008