Research Article Science Teachers and Scientific Argumentation: Trends in Views and Practice

Department of Science, Technology, Engineering, and Mathematics Education, North CarolinaState University, Campus Box 7801, Raleigh, North Carolina 27695-7801Received 12 August 2010; Accepted 2 August 2012Abstract: Current research indicates that student engagement in scientific argumentation can fostera better understanding of the concepts and the processes of science. Yet opportunities for students toparticipate in authentic argumentation inside the science classroom are rare. There also is little knownabout science teachers’ understandings of argumentation, their ability to participate in this complexpractice, or their views about using argumentation as part of the teaching and learning of science. In thisstudy, the researchers used a cognitive appraisal interview to examine how 30 secondary science teach-ers evaluate alternative explanations, generate an argument to support a specific explanation, and investi-gate their views about engaging students in argumentation. The analysis of the teachers’ comments andactions during the interview indicates that these teachers relied primarily on their prior content knowl-edge to evaluate the validity of an explanation rather than using available data. Although some of theteachers included data and reasoning in their arguments, most of the teachers crafted an argument thatsimply expanded on a chosen explanation but provided no real support for it. The teachers also men-tioned multiple barriers to the integration of argumentation into the teaching and learning of science,primarily related to their perceptions of students’ ability levels, even though all of these teachers viewedargumentation as a way to help students understand science. 2012 Wiley Periodicals, Inc. J Res SciTeach 49: 1122–1148, 2012Keywords: argumentation; science teachers; cognitive appraisal interview