Scaffolding School Pupils’ Scientific Argumentation with Evidence-Based Dialogue Maps

This chapter reports pilot work investigating the potential of Evidence-based Dialogue Mapping to scaffold young teenagers’ scientific argumentation. Our research objective is to better understand pupils’ usage of dialogue maps created in Compendium to write scientific explanations. The participants were 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. Through qualitative analysis of three case studies, we investigate the value of dialogue mapping as a mediating tool in the scientific reasoning process during a set of learning activities. These activities were published in an online learning environment to foster collaborative learning. Pupils mapped their discussions in pairs, shared maps via the online forum and in plenary discussions, and wrote essays based on their dialogue maps. This study draws on these multiple data sources: pupils’ maps in Compendium, writings in science and reflective comments about the uses of mapping for writing. Our analysis highlights the diversity of ways, both successful and unsuccessful, in which dialogue mapping was used by these young teenagers. 1 Why is it so hard to argue scientifically? Within the school science education research community, there is increasing concern about the weakness of pupils’ scientific thinking skills, particularly about the quality of argumentation. Teaching how to argue with evidence is essential for pupils to understand how scientific knowledge is constructed and validated. In many countries like the United Kingdom, the emphasis of the science curricula is shifting towards ‘scientific literacy’. Teachers are now required to develop pupils’ capabilities to engage with science-based technology and the socio-scientific issues they will encounter outside school, rather than just on grounding in knowledge or a preparation for a scientific career. As scientific issues continue to dominate public policy that impacts our lives (e.g., food safety, environment, genetic engineering) citizens need to have the skills to assess the reliability of information, the soundness of arguments, and the ethical implications. In order to be “scientifically literate” pupils need to know how to