Promoting Argumentative Discourse: A Design-Based Implementation and Refinement of an Astronomy Multimedia Curriculum, Assessment Model, and Learning Environment

Abstract

This study uses an existing astronomy software program to encourage inquiry-based learning and argumentation while also ensuring gains on conventional classroom assessments and high-stakes achievement tests. To supplement the software program, a curriculum and three levels of assessment—quizzes, exam, and test—were designed and administered to 11th- and 12th-grade students during a four-week implementation. Students worked in groups for the quizzes and exam to engage in argumentative discourse. Because of the difficulties in engaging students in quality argumentation, the curriculum, assessments, and overall learning environment were examined for ways to further support argumentative discourse.