The effect of adding rebuttal to claim, evidence, and reasoning to enhance students' ability to engage in scientific arguments

Abstract

Claim, Evidence, Reasoning, and Rebuttal (CERR) is a teaching strategy used to engage students in constructing and presenting a scientific argument to their peers. The purpose of this study was to measure and determine if building an argument was enhanced by students engaging in a scientific debate and defending an opinion. At the start of the unit, students were given a Likert Scale pre-survey to gauge their interest, confidence, and opinion of using argument in learning science material. An outline was used to pick a claim, record evidence, and provide reasoning in the construction of their arguments. Once students were ready to present to a group of their peers, they were evaluated through observation with the CERR Rubric. Immediately after presentations, volunteers were selected to conduct interviews reflecting on the project and the rebuttal portion in particular. The final instrument used was the Likert Scale post-survey to measure any change in student attitude from start to finish. Students showed positive trends towards argument being a helpful skills and attitude about science in general from start to finish. Having the opportunity to choose a topic, research and construct a strong argument, and engage in debate with peers created an environment that peaked students competitively, as well as prepared them for further scientific research in the future. CERR is a useful classroom tool that can increase student interest and apply to real science practice.