Engaging in scientific practices, such as argumentation, has been highlighted as a potential way to help students develop a deeper understanding of core content ideas as well as the nature of scientific inquiry. This symposium will focus on the role of argumentation in students’ development of expertise in chemistry content at the K - 12 and undergraduate level. Contributed papers should address research related to the way that students engage in argumentation or the ways in which argumentation-related learning objects can be used to support learning of chemistry concepts within the K - 16 chemistry curriculum. Related research on the use of argumentation as a framework for exploring the ways in which students engage with chemistry ideas may also be addressed.
Presider: Nicole M. Becker, Michigan State University