The Design and Enactment of Argumentation Activities

Abstract

The benefits of scientific argumentation are often treated as an automatic consequence of any argumentative activity. Yet the experiences of teachers introducing argumentation in their classrooms suggest that these benefits are far from certain. Our research has shown that pedagogic practice is influenced by both the design of an activity and the interpretation of the design in the enactment of the activity. Design involves purpose – the learning goals of the activity, resource – the sources of evidence that can be used in argumentation, and strategy – the ways in which students and teachers can collaborate/interact. This chapter draws on our research on activity design and enactment to show how pedagogic guidance can be developed for the teaching of argumentation that takes into account the layers of interpretation needed for effective pedagogy. The research considers how the guidance can support transfer of design to different settings and for different teachers, and will be illustrated using an activity designed for the development of students’ knowledge and reasoning about sustainability in the context of the new Olympic Park for London 2012.

Appendices

Appendix 1

(*KS3 is students aged 11–14 years, KS4 students aged 14–16 years)

The Legacy of the Olympic/Paralympic Games London 2012: The Story of the Sustainability of the Olympic/Paralympic Stadium

Activity Teaching Notes – Second Draft Version

In order to engage students in an argumentation activity looking at environmental impacts and potential sustainability issues, questions need to be raised which encourage them to defend/argue about positions for and against such an endeavour. The outline below is intended for middle–higher attaining students in KS3*. It can be modified for lower attainers (simplifiying statements, reducing the number of statements, using writing frames, using images) and particularly for KS4* (by bringing in ‘late evidence’, by playing devil’s advocate etc.).

Setting the Scene

• The London 2012 Olympic and Paralympic Games will take place from 27 July–12 August and 29 August– 9 September respectively, a total of 4 weeks.

• Twenty-six sports in the Olympics and 20 in the Paralympics will take place.

• The estimates for the final costs of the Olympic Park are, at the time of writing (January 2010), running at between £3 and 9 billion.

• The Olympic Delivery Authority (ODA), the organisation responsible for building the facilities and so on, say that London 2012 is aiming to set ‘new standards’ of sustainability and to ‘create positive, lasting changes for the environment and communities’.

Possible Scenario Questions

• Does holding the Olympic/Paralympic Games make environmental sense?

• Is the Olympic Park being built in a sustainable way?

Learning Objectives/Goals

The learning objectives for the students are to:

• explore the nature of materials being used to construct the Olympic Park;

• recognise the environmental impacts that a project such as this may have;

• distinguish between scientific, environmental, social and economic evidence when constructing an argument;

• construct arguments to justify their position with respect to the progress of the building of the Park from an environmental impact perspective.

(Note: The potential outcomes are in line with current science NC PoS at KS3 and KS4 for How Science Works and Assessing Pupils’ Progress (APP) – AF2 Implications and Applications particularly.)

Teaching Sequence (2 Hour Session)

Students begin the activity by looking out over the Olympic site and undertaking the ‘what do you notice most/most interesting/spot the … .’ activity.

• Introduce the argumentation activity – Story of the Sustainability of the Olympic Park (whilst looking out over the site). What impressions do they have of potential environmental impacts and so on?

• Divide students into scientific adviser teams of three.

• Students watch the PP/video sequences to set the scene (when available), possibly with a prompt sheet for noting interesting aspects.

• Distribute and go through the activity handouts, telling the students that their task is to decide whether or not the Olympic Park is being built in a sustainable way (some discussion of what this means will be needed).

• Explain to the students that they should provide reasons for choosing their most important statements, supporting or challenging the sustainability claims being made by the ODA. The group should discuss the reasoning behind their choices and put together a coherent argument. One person in the group acts as scribe; one could put forward positive arguments, the other negative arguments and all to try to anticipate counter-arguments. Alternatively, all the evidence cards could be ‘dealt’ out so that all three in a group have some and they then go about discussing the various pros and cons and so on (Various prompts/scaffolds can be used if groups need them). Allow 20 minutes for the discussion.

• At the end of 20 minutes, ask the groups to try to decide which pieces of evidence are scientific, environmental, social or economic (some definitions need to be agreed here) and get them to categorise the evidence they are focusing on most strongly.

• The groups of three join another group of three (threes to sixes) and put forward their arguments. Where do they agree, disagree? Which ‘strongest’ evidence have they chosen? The larger group needs to formulate an agreed argument to present to the rest of the class; they will be able to speak for 2 minutes. Allow 15 minutes for the discussion/decision.

• Ask students to choose a representative who will present their case to the class.

• Run the presentation of arguments (high-attaining students can try to respond to the previous groups as it progresses). Allow 15 minutes for the debate.

• Finish by conducting a plenary discussion on the outcome(s) of the debate. Did groups agree; where/why did they differ? Do they recognise the kinds of evidence that they were drawing upon (scientific, environmental, social, economic)? Try to encourage a class consensus as to whether the ODA’s sustainable development claims are justified.

A possible activity sheet for the students is outlined below.

  London 2012 – Sustainable Development or Not?

Evidence Sheet C – Your Final ArgumentLondon 2012: Sustainable Development or Not?

  London 2012 Olympic Park Sustainability Evidence Cards

Appendix 2

Argumentation Prompts (Adapted from the IDEAS Project, Kings College)

• What makes you think that?

• What is your reason for that?

• Can you come up with another argument for your point of view?

• Can you think of an argument against your point of view?

• How do you know that?

• What is your evidence for …?

• Why do you feel that … is the most important evidence?