The Importance of Embedding Argument Within Science Classrooms

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Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “…p. 1) The SWH approach is designed to embed a variety of talk and writing activities within student explorations of science concepts by using argument as a means to drive the inquiry process, rather than only viewing talk, writing, and argument as by-products of inquiry (Cavagnetto & Hand, 2012).”
Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand (2019, unknown): “Cavagnetto and Hand (2012), Osborne, MacPherson, Patterson, and Szu (2012), and Venville and Dawson (2010) discuss scientific argumentation as an activity that promotes critical reasoning and decision-making.”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “…2008); knowledge of content and arguments on both sides of an issue (Kardash & Scholes, 1996); appreciation of the role of criticism (Szu & Osborne, 2012); and graphic organizers and other supports to help distinguish, coordinate, and evaluate explanations and evidence (Cavagnetto & Hand, 2012).”
Plausibility reappraisals and shifts in middle school students' climate change conceptions (2013, background): “The second part of the studydthe delayed postinstruction phasedoccurred six months later.”