The Evidence Within

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The Evidence Within

• Richard A. Duschl
• Kings College London/NSF Center for Informal
  Learning and Schools

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CILS Center for Informal Learning and Schools

• The Exploratorium San Francisco
• Rob Semper, Bronwyn Bevan, Laura Martin, Sue
  Allen, Lynn Rankin
• University of California, Santa Cruz
• Joyce Justice, Lynda Goff, Sally Duensing,
  Barbara Rogoff, Maureen Callanan
• Kings College London
• Jonathan Osborne, Christian Heath, Heather King,
  Dirk von Lehn

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3 Kinds of Argumentation Discourse

• Analytical
• goal is logical truth
• Dialectical
• goal is best reasoned beliefs grounded in what
  counts as evidence
• Rhetorical
• goal is persuasion of audience
• Van Eemeren, et al (1996) Fundamentals of
  Argumentation Theory. Lawrence Erlbaum
  Associates.

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Dialectical Argumentation and Presumptive
Reasoning

• Conversation/Debate where
• A goal must be attained
• All the evidence needed for a truthful decision
  is not available
• Pursuit of the goal requires a negotiation/dialect
  ic of best reasoned beliefs and evidence
• Walton, D. (1996). Argumentation schemes for
  presumptive reasoning. Erlbaum Press.

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Science Education

• Informal - Out of School
• Formal - In School

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Conversations Discourse

• Conversation Processes
• Representating, communicating explaining
  evaluating
• Conversation Data Sources
• Argumentation, debate, modelling, drawing,
  writing, reflecting and commenting
• Conversation as Mediation
• Schauble, L., Leinhardt, L. Martin, L. (1997).
  A framework for organizing a cumulative research
  agenda in informal learning contexts. Journal of
  Museum Education, 22(23), 3-11.

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Douglas Waltons Argumentation from Presumptive
Reasoning

• Argument from
• Sign
• Analogy
• Authority
• Example

• Argument from
• Cause Effect
• If, Then
• Correlation
• Consequence

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Science for P ublic Understanding Nuffield/York
University

• 1. Ideas about Science (e.g, risk assessment)
• 2. Science Topics with Social Relevance
  (e.g., vaccination of babies)
• 3. Scientific Explanations (e.g., germ theory)
• Objective to teach/learn 1 and 3 within the
  context of 2

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Argument from1 - if then 2 - example 3 -
authority 4 - cause/effect5 - correlation 6 -
sign 7 - consequence 8 - analogy

• I would have my child vaccinated with the MMR
  vaccination because these diseases can kill if
  caught, evidence shows that the more children who
  have MMR vaccine, the less measles deaths occur,
  The study that suggest that autism was developed
  from the MMR vaccine isnt scientifically 100
  evidence, it is also a very small sample so it
  can not be generalised to the population. The 12
  children that were studies may have been
  vaccinated against MMR at a very early age,
  therefore symptonms of sutism had not appeared
  yet. The side effects are ver rare and it is
  more common to catch measles and be severly itt
  of it as it is to suffer from side effects. 1
  6 1 6 3 3 6 5 5 5

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Argument From1 - if then 2 - example 3 -
authority 4 - cause/effect5 - correlation 6 -
sign 7 - consequence 8 - analogy

• I believe that the idea of testing on an animals
  seems morally wrong but if you where to look at
  cases of children with lukaemia, then it would
  become evident that a mouse does not seem as
  important as a baby to the human race. Testing
  on animals to this day has increased our
  knowledge of disease. Researchers such as Peter
  Danilo found that a gods heart is similar to a
  childs and has opened new doors. AIDS is a world
  wide killer and countrys such as S. Africa are
  loosing their population. One day disease may be
  abolished. Looking at the suffering of the
  animal does not help. Looking at the suffering
  of an AIDS victim may! 7 2 1 5 7 3 3 2 7 7

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Conversations Around Data Texts

• Data Texts
• Raw Data
• Selected Data or Evidence
• Patterns Models of Evidence
• Explanations of Patterns Models

• Data Transformations
• T1 - what data count, are worth using
• T2 - what patterns models to use
• T3 - what explanations account for patterns
  models

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Funnel Design Schauble, L. Bartlett, K.
(1997). Constructing a science gallery for
children and families The role of research in
an innovative design process. Science Education,
(Special Issue on Informal Science Education
edited by L. Martin, L. Dierking K. Ellenbogen)
81(6), 781-793.
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Funnel Exhibit Design
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Knowledge Forum

• CSILE - Computer Supported Intensive Learning
  Environment
• Scaffolding Learning
• Chat Room Style Format
• Synchronous Posting of Notes
• Teacher Monitoring Possible

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Exercise for a Healthy Heart

• It matters where you take a pulse
• It matters how long you take a pulse (6, 10, 15
  60 seconds)
• It matters how long you wait to take a pulse
• It matters who takes a pulse

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Reason for Reasons

• Agree Reason Why
• Because if you take a pulse for too long, the
  person you are taking the pulse of might calm
  down and it would beat slower.
• We took pulses in science class and after resting
  the pulse was slower, and after doing
  step-aerobis it was faster.
• THEY EXPLAINED THEMSELVES AND I THINK THEY WERE
  RIGHT (2) B-AD-1
• ONE OF THESE EXPLAINS AGREE REALLY WELL WITH
  DETAIL AND ANOTHER EXPLAINS BOTH PRETTY WELL (2)
  B-AD-1
• THEY SAY THAT IT DOES MATTER AND THEN EXPLANE WHY
  IT MATTERS (2) B-A-3
• THEY ARE ALL MAKING A DIFFERENT POINT AND THAT
  MAKES MORE CLEAR TO UNDERSTAND THE ANSWERS (3)
  B-A-3 B-D-5

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• Duschl, R. Osborne, J. (2002). Supporting and
  promoting argumentation discourse in science
  education. Studies in Science Education, 38,
  39-72.
• richard.duschl_at_kcl.ac.uk