The connection between argumentation and scientific explanations

Abstract

Elementary students often focus on what they are doing during hands on science investigations that they fail to make accurate observations in order to explain what happened and why. This study analyzed the use of argumentation activities and the impact on students' abilities to explain scientific phenomena. Students engaged in argument through consensus building jigsaws and assigned audience roles that focused on specific aspects of explanations. The results indicate that students were more focused on making observations to enable them to make claims based on evidence after engaging in scientific argument.