A New Learning Progression for Student Argumentation in Scientific Contexts

Learning progressions offer a model for educators of the paths by which learning might proceed within a domain. A particular emphasis of much research – both within science education and other domains – has been on teaching higher order thinking skills and engaging students in evidence-based argumentation. However, no tested and validated model exists of students’ progression with argumentation in science education. We present the theoretical underpinnings of a model for argumentation based in the work of Toulmin that has been developed and tested over two annual cycles. In each cycle, working with a large sample (n=600) of 14-year-old students, student think-aloud interviews and item co-development with their teachers has allowed us to monitor construct and response process validity. This work is important for developing a body of expertise in how to assess argumentation in the context of science and for establishing an empirically tested model of the nature of student progression with this competency.