Thinking with Technology

During this module, you will learn more about argumentation and the communication, thinking, and collaboration that are associated with that process; discuss the benefits of the Showing Evidence Tool; discuss and view project ideas; and brainstorm ways to integrate the Showing Evidence Tool into your Project.

Activity 9.1

Looking at Showing Evidence in Action

Step 1: Considering Argumentation in the Classroom

Argumentation is essential to human thinking and discourse. People construct and evaluate arguments every day in school, work, and informal settings to resolve issues as simple as what brand of cooldrink to buy to as complex as whether stem cell research should be legalized. The ability to evaluate and construct arguments is particularly important in today's society where individuals are constantly confronted with new information. Argumentation is about making claims and providing justification for those claims. Justification means that people can question why they should believe an assertion or claim. A claim should not just be an individual's opinion, but should be justifiable if another individual challenges it.

The Importance of Including Argumentation in the Classroom

Prepares learners for real-world problems. Argumentation is a significant part of higher-order thinking and reasoning (Kuhn, 1992), and is used across different content areas (Reznitskaya & Anderson, 2002). Arguments are constructed in all different disciplines and professions, and are an important part of everyday life. Argumentation is prevalent throughout learners' lives. They need to learn how to construct and evaluate arguments.
Helps learners develop higher-order thinking skills. Engaging in argumentation in the classroom can help learners take a more critical stance when they are confronted with an argument; they will know how to evaluate the quality of what they read or hear (Reznitskaya & Anderson, 2002). If learners receive explicit instruction and support in creating arguments, they are more likely to support their claims with the appropriate evidence and reasoning (McNeill, Lizotte, Krajcik, & Marx, 2004).
Increases learners’ content knowledge. Creating strong arguments requires not only an understanding of argumentation, but also a strong understanding of the appropriate content knowledge. By engaging in argumentation, learners can increase their content knowledge (Driver, Newton, & Osborne, 2000). Learners need to think deeply about the content and construct their own understanding of the content as they construct their arguments.
Encourages thoughtful learner discussions. Including argumentation in the classroom can result in an environment where learners question each other's claims and ask for appropriate evidence, warrants, and backing (Jiménez-Aleixandre, Rodríguez & Duschl, 2000). Learner discussions can move beyond simply completing the current task to actively engaging and debating important ideas.

Next: Proceed to Step 2 of Activity 9.1

Thinking with Technology Module 9 - Using the Showing Evidence Tool to Target Thinking Skills

	During this module, you will learn more about argumentation and the communication, thinking, and collaboration that are associated with that process; discuss the benefits of the Showing Evidence Tool; discuss and view project ideas; and brainstorm ways to integrate the Showing Evidence Tool into your Project. Activity 9.1 Looking at Showing Evidence in Action Step 1: Considering Argumentation in the Classroom Argumentation is essential to human thinking and discourse. People construct and evaluate arguments every day in school, work, and informal settings to resolve issues as simple as what brand of cooldrink to buy to as complex as whether stem cell research should be legalized. The ability to evaluate and construct arguments is particularly important in today's society where individuals are constantly confronted with new information. Argumentation is about making claims and providing justification for those claims. Justification means that people can question why they should believe an assertion or claim. A claim should not just be an individual's opinion, but should be justifiable if another individual challenges it. The Importance of Including Argumentation in the Classroom Prepares learners for real-world problems. Argumentation is a significant part of higher-order thinking and reasoning (Kuhn, 1992), and is used across different content areas (Reznitskaya & Anderson, 2002). Arguments are constructed in all different disciplines and professions, and are an important part of everyday life. Argumentation is prevalent throughout learners' lives. They need to learn how to construct and evaluate arguments. Helps learners develop higher-order thinking skills. Engaging in argumentation in the classroom can help learners take a more critical stance when they are confronted with an argument; they will know how to evaluate the quality of what they read or hear (Reznitskaya & Anderson, 2002). If learners receive explicit instruction and support in creating arguments, they are more likely to support their claims with the appropriate evidence and reasoning (McNeill, Lizotte, Krajcik, & Marx, 2004). Increases learners’ content knowledge. Creating strong arguments requires not only an understanding of argumentation, but also a strong understanding of the appropriate content knowledge. By engaging in argumentation, learners can increase their content knowledge (Driver, Newton, & Osborne, 2000). Learners need to think deeply about the content and construct their own understanding of the content as they construct their arguments. Encourages thoughtful learner discussions. Including argumentation in the classroom can result in an environment where learners question each other's claims and ask for appropriate evidence, warrants, and backing (Jiménez-Aleixandre, Rodríguez & Duschl, 2000). Learner discussions can move beyond simply completing the current task to actively engaging and debating important ideas. Next: Proceed to Step 2 of Activity 9.1