Julie Aldrich

Critical Article Review

October 30, 2013
Dr. Grubaugh


Reading and Writing in Science

















ArtiAr
















Source: Developing a Scientific Argument: Modeling and practice help students build skills in oral
and written discourse
Fulton, L., & Poeltler, E. (2013). Developing a Scientific Argument : Modeling and practice help
students build skills in oral and written discourse. Science and Children, 30-35.
Background: Jeffers Elementary is science inquiry focused school which uses science notebooks as
well as science circles to help build students speaking, listening, and writing skills. By focusing on the
idea of developing a scientific argument, teachers feel that they are not only improving students oral
and written language, but also helping them to gain a higher level of content knowledge of the science
topics being explored.
What is a scientific argument? :
Argumentation in science has a different purpose than it does in other contexts, as it is used to
promote as much understanding of a subject as possible and to persuade others of the validity of a
specific idea.. It is ideally about sharing, processing, and learning about ideas.
Students engage in argument when they make a claim and defend that claim using evidence and /or
reasoning. This takes place within both the oral and written discourse of science, during participation
in practices such as science talks and notebook entries.
In using science notebooks, students move beyond just writing what they did in science and what they
observed. They develop argument by making a claim and providing evidence to support the claim.
During science talks, students move beyond the typical discussion pattern: teacher asks a question,
student answers the question; the teacher evaluates the answer and begins the process again.
How do I do it? :
Incorporate the following into your science instruction:
Science notebooks
Focus questions for notebooks and discussion
Science Circles or Science Talks
Sentence starters to support argumentation

Julie Aldrich
Critical Article Review
October 30, 2013
Dr. Grubaugh


Reading and Writing in Science





















Sentence Starters to support argument:
Claims Evidence Explanation
I think.
I observed..
I noticed
A ___ is an example of ___

I found.
My evidence is..
My reasons are.
This happened because.



Focus Questions:
Open ended questions that focused students on the content rather than the activity.
Are difficult to answer without using evidence and set the expectation that writing should
be about what is being learned, not what they did.
Example - How are liquids different than solids?
Science Notebooks:
Can be a class notebook or individual for each student to record on their own.
Is a place to record information that was learned.
Can include words, pictures, charts, predictions, observations, and claims with evidence.

Science Talks and Science Circles:
Students sit in a circle so that students can see and talk with each other.
Set norms and expectations for discussions.
Students share their thoughts and ideas regarding what they learned during the science
activity.
Students may display their notebooks on an Elmo to share with the rest of the class.
It may be helpful to use think alouds to get the conversation started.
Sentence frames for sharing may look like this:
I agree with _______ because..
I noticed the same thing as ______ and would like to add ______
I had a different experience than _____. What I noticed was ..
I like what you said, ____. I would like to add that ..

Other Resources:
Fulton, L., & Campbell, B. (2003). Science Notebooks Writing About Inquiry. Portsmouth: Heinemann.
Fulwiler, B.R. 2011.Writing in science in action. Portsmouth, NH: Heinemann.
Heller-Winokur, M., & M. Uretsky. 2008. Fourth grade readers: Units of study to help students internalize and
apply strategies. Portsmouth, NH: Heinemann.