This presentation was prepared and demonstrated in the Science and Math Educational Conference in the American University of Beirut

1. Engaging in Science and Math practices:
Argumentation and Debating
Presenters
Jinan Karameh Shayya
Rana Abulhosn
Al Manar Modern School

2. Definition
Argumentation is a collective cognitive development
process which involves:
1. using evidence to support or refute a particular claim,
2. coordinating the claims with evidence to make an
argument,
3. forming a judgment of scientific knowledge claims, and
4. identifying reliable and consensual scientific knowledge

3. Definition
During the processes of scientific inquiry, scientists will
make claims, based on observable evidence, and will
clarify with justification of the evidence as relevant to the
claims. Other scientists often make rebuttal claims,
pointing to other evidence that counters the evidence for
the previous claim.

4. Layout of Arguments

5. Argumentation Writing frames
C = Claim: a conclusion to be justified.

6. Argumentation Writing frames
D = Data: an empirical observation or a
statement of "fact" that is offered as evidence
for C.

7. Argumentation Writing frames
W = Warrant: a rule or principle that justifies
the step (transition) from D to C.

8. Argumentation Writing frames
B = Backing: some evidence or a general reason
in support of W, to be supplied if citing W is not
sufficiently convincing to all those addressed.

9. Argumentation Writing frames
Q = Qualifier: a modality expressing the force
(strength or certainty) with which C is asserted,
typically formulated with a term such as
"presumably," "surely," "probably,"
"necessarily," "in general," "chances are," or “as
far as the evidence goes.”

10. Argumentation Writing frames
R = Rebuttal: a statement of some exceptional circumstances
that may limit or undermine the force of an argument
(specifically of Q, W and B) and thus the validity of C, typically
beginning with "unless," "except that" or "if and only if."

11. Evaluating Argumentation
1. Organization and Clarity:
5 Viewpoints and responses are outlined both
clearly and orderly
4 Completely clear and orderly presentation
3 Most clear and orderly in all parts
2 Clear in some parts but not over all
1 Unclear in most parts

12. Evaluating Argumentation
2. Use of Arguments:
5 Reasons are given to support viewpoint
4 Most relevant reasons given in support
3 Most reasons given: most relevant
2 Some relevant reasons given
1 Few or no relevant reasons given

13. Evaluating Argumentation
3. Use of Examples and Facts:
5 Examples and facts are given to support reasons
4 Many relevant supporting examples and facts
given
3 Many examples/facts given: most relevant
2 Some relevant examples/facts given
1 Few or no relevant supporting examples/facts

14. Evaluating Argumentation
4. Use of Rebuttal:
5 Arguments made by the other teams are
responded to and dealt with effectively
4 Many effective counter-arguments made
3 Some effective counter-arguments made
2 Few effective counter-arguments made
1 No effective counter-arguments made

15. Evaluating Argumentation
5. Presentation Style:
5 Tone of voice, use of gestures, and level of
enthusiasm are convincing to audience
4 All style features were used convincingly
3 All style features were used, most convincingly
2 Few style features were used convincingly
1 Few style features were used; not convincingly

16. Math Argumentation Sample
http://youtu.be/aUEMqlSq9zk

17. Science Argumentation Sample
http://youtu.be/BUOCXVP2P1w

18. Debate in Science Class
http://youtu.be/mY6j2rpcgJ8

19. Lesson Planning
Objectives:
1. Correct Student’s Misconceptions
2. Practice argumentation skills.
3. Apply Debating.
4. Reflect

20. Lesson Planning
Materials:
● Finding common misconceptions of the
given topic
● Preparing resources needed by students to
find the argumentation writing frames.

21. Lesson Planning
Procedure:
● Ask a question that might be in a form of a probe or
cartoon concept.
● Give each student the resources needed to do the
argumentation
● Divide students into groups to discuss and record their
argumentation.
● Arrange the groups according to
similar answers.

22. Lesson Planning
● Give time for each group to discuss their answer and
choose their speaker
● Let the Debate start (facilitate the debate through
questions that promote more clarifications) and
continue for 10 to 15 minutes
● Provide feedback for the different teams by WWW and
EBI.
● Ask the students to reflect upon the experience by
answering the question: “ What did I Learn?”

23. Thank You