science classroom

The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio-recording and video-recording lessons where the teachers attempted to imple-ment argumentation. To assess the quality of argumentation, analytical tools derived from Toulmin’s argument pattern were developed and applied to classroom transcripts. Teachers ’ use of argumentation developed across the year, the pattern of use was teacher-specific, as was the nature of change. To inform future professional development programmes, transcripts of five teachers, three showing a significant change and two showing no change, were analysed in more detail to identify features of teachers ’ oral contributions that facilitated and supported argumenta-tion. All teachers attempted to encourage a variety of processes involved in argumentation; teach-ers whose lessons included the highest quality of argumentation (Toulmin’s argument pattern analysis) also encouraged higher-order processes in their teaching. The analysis of teachers ’ facili-tation of argumentation has helped to guide the development of in-service materials and to identify the barriers to learning in the professional development of less experienced teachers