Engaging in Argument from Evidence
Using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural world. Arguments may also come from current scientific or historical episodes in science.
K-12 Progressions
from NGSS Appendix F: Science and Engineering Practices in the NGSS
| K-2 | 3-5 | 6-8 | 9-12 |
|---|---|---|---|
| Engaging in argument from
evidence in K–2 builds on
prior experiences and
progresses to comparing
ideas and representations
about the natural and
designed world(s).
• Identify arguments that are supported by evidence. • Distinguish between explanations that account for all gathered evidence and those that do not. • Analyze why some evidence is relevant to a scientific question and some is not. • Distinguish between opinions and evidence in one’s own explanations. • Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument. • Construct an argument with evidence to support a claim. • Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence. |
Engaging in argument from
evidence in 3–5 builds on K–2
experiences and progresses to
critiquing the scientific
explanations or solutions
proposed by peers by citing
relevant evidence about the
natural and designed world(s).
• Compare and refine arguments based on an evaluation of the evidence presented. • Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. • Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • Construct and/or support an argument with evidence, data, and/or a model. • Use data to evaluate claims about cause and effect. • Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. |
Engaging in argument from
evidence in 6–8 builds on K–5
experiences and progresses to
constructing a convincing
argument that supports or refutes
claims for either explanations or
solutions about the natural and
designed world(s).
• Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts. • Respectfully provide and receive critiques about one’s explanations, procedures, models, and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail. • Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. • Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system based on empirical evidence concerning whether or not the technology meets relevant criteria and constraints. • Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. |
Engaging in argument from evidence in
9–12 builds on K–8 experiences and
progresses to using appropriate and
sufficient evidence and scientific
reasoning to defend and critique claims
and explanations about the natural and
designed world(s). Arguments may also
come from current scientific or
historical episodes in science.
• Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and ethical issues. • Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments. • Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence, challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining additional information required to resolve contradictions. • Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence. • Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence. • Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). |
Introduction to SEP7: Engaging in Argument from Evidence
from NGSS Appendix F: Science and Engineering Practices in the NGSS
The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. (NRC Framework, 2012, p. 73)
Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community.
Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.
Performance Expectations Associated with SEP7: Engaging in Argument from Evidence
Videos
Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it. Visit the official NGSS website.