Designing Effective Prompts for Eliciting Scientific Argumentation: A Systematic Review

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Designing for Dialogue in Science Learning

Abstract

Argumentation is a critical practice in science education. However, students rarely engage in it spontaneously without prompts. Therefore, designing prompts to elicit students’ arguments is essential for scientific argumentation practices. In this study, we reviewed the scientific argumentation tasks presented in the literature after 2013. Specifically, we examined the resources used to elicit arguments and how these prompts are designed and delivered. Focusing on argumentation tasks from 15 publications, we identified five types of resources used to support student argumentation, with simulations emerging as the most frequently used. Additionally, we identified two major design logics: argumentation-flow prompts and functional prompts. The delivery methods for the latter design logic appear more diverse compared to the prior.

Authors

• Zhaoji Wang, University of Hong Kong

• ZIPEI ZHU, University of Georgia

• Yizhu Gao, University of Georgia

• Jongchan Park, Arizona State University

• Lihua Tan, University of Macau

• Field Watts, Educational Testing Service

• Lei Liu, Educational Testing Service

• Xiaoming Zhai, University of Georgia