A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom

Fishman, Evan J.; Borko, Hilda; Osborne, Jonathan; Rafanelli, Stephanie; Reigh, Emily; Tseng, Anita; Million, Susan; Berson, Eric

doi:10.1080/1046560x.2017.1302727

Cited by 35 publications

(20 citation statements)

References 41 publications

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Section: Methodsmentioning

confidence: 99%

“…The data source for our analysis of discourse practices was segments of the videotaped lessons that included teachers facilitating discussion and argumentation from evidence in their classrooms. After the classroom video data were collected, we used the protocol in the SDI (Fishman et al, 2017) to identify which segments of the lessons to analyze. This protocol requires raters to identify two 15-minute segments that each contains a minimum of 5 minutes of discussion or talk about science.…”

Section: Impacts Of Practice-based Pd Teachersmentioning

confidence: 99%

“…Each of the discourse practices was rated on a 0 to 4 scale. While the SDI provides specific rating instructions for each discourse practice (see Fishman et al, 2017), a general description of how the ratings are applied is given below: 4 = Consistently: The teacher/student engages in the target practice during the majority of possible opportunities in the segment. The practice is regularly and substantially reflected in the segment.…”

Section: Science Discourse Instrumentmentioning

confidence: 99%

“…We refer to this instrument as the Science Discourse Instrument (SDI). Full details of the instrument are provided in the Supplemental Material (available in the online version of the journal), and a more complete description of its use can be found in Fishman et al (2017).…”

Section: Conceptual Framework and Related Researchmentioning

confidence: 99%

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Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation

Osborne¹,

Borko²,

Fishman

et al. 2019

American Educational Research Journal

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This article reports an investigation of a professional development program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Year 3. All teachers were videoed twice each year, and the videos were rated using an instrument to measure the quality of discourse. All versions led to a significant improvement in teachers’ facilitation of classroom discourse. Neither the practicum nor the revised program had an additional effect. Implications for the field are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Impacts Of Practice-based Pd Teachersmentioning

confidence: 99%

Section: Science Discourse Instrumentmentioning

confidence: 99%

Section: Conceptual Framework and Related Researchmentioning

confidence: 99%

See 2 more Smart Citations

Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation

Osborne¹,

Borko²,

Fishman

et al. 2019

American Educational Research Journal

Self Cite

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show abstract

“…Vocabulary words are explicitly introduced and practiced through student-friendly definitions, example sentences, and graphic organizers. Sci2 prioritizes vocabulary instruction because language development, both expressive and receptive, is central to science learning in general (NASEM, 2018) and scientific argumentation in particular (Fishman et al, 2017; Osborne et al, 2016).…”

Section: Development Of a Second-grade Science Programmentioning

confidence: 99%

Efficacy of a Second-Grade Science Program: Increasing Science Outcomes for All Students

Doabler

Therrien

Longhi

et al. 2021

Remedial and Special Education

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This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control conditions. A cluster randomized controlled trial was employed, with 294 students nested within classrooms and classrooms nested within condition. The Sci2 program was implemented for a total of 10 lessons (5 hr) in treatment classrooms, whereas control classrooms provided business-as-usual science instruction. Overall treatment effects were observed on three of four science outcome measures. The reported effects were moderate to large, with effect sizes (Hedges’ g) ranging from 0.48 to 0.94. Moderation analyses indicated that science knowledge at pretest did not moderate Sci2’s effects. Implications for practice and research are discussed.

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Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice

Tang¹,

Levin

Chumbley

et al. 2022

Science Education

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Science education researchers agree about the importance of evidence in science practices such as argumentation. Yet, disagreements and ambiguities about what counts as “evidence” in science classrooms pervade the literature. We argue that these ambiguities and disagreements can be viewed as falling along three fault lines: (i) the source of evidence, specifically, whether it must be first‐hand; (ii) whether “evidence” must always be empirical; and (iii) the extent to which evidence is inferred, and what degree of inference transforms “evidence” into something else. In this paper, after showing how these three fault lines manifest in the literature, we argue that these three dimensions of disagreements and ambiguities are not confined to research and research‐based curricula; they are also salient in teachers' classroom practice, as illustrated by a dramatic, multiday debate between a mentor teacher and her teacher intern. After establishing the salience of the three fault lines in both research and practice, we explore whether Next Generation Science Standard (NGSS) can provide a resolution to the teachers' debate and to the disagreements/ambiguities in the literature. Our analysis reveals that NGSS reproduces rather than resolves those three fault lines—but in doing so, it invites a resolution of a different type. Instead of providing a single, precise, context‐independent definition of “evidence,” NGSS implicitly reflects a defensible view that what counts as “evidence” depends on the epistemic aims of the practices in which the students are engaged. This implied context‐dependency of what counts as good evidence use, we argue, could be made explicit in an addendum document clarifying aspects of NGSS. Doing so would provide valuable guidance to teachers, teacher educators, and researchers.

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A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom

Cited by 35 publications

References 41 publications

Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation

Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation

Efficacy of a Second-Grade Science Program: Increasing Science Outcomes for All Students

Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice

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