Argumentation in the geosciences
Student argumentation has been shown to be an effective way to reinforce concepts and motivate learning. We have been working with introductory students in an effort to enhance argumentation skills during problem solving by using previous research with the Toulmin model. We had a few problems with students that did not want to use the modified argumentation model, and some students suggested that even though they used the model they weren't sure if they enjoyed the structure. Luckily there was literature to suggest modifications of the Toulmin model, but even so there was relatively little literature on this topic from the discipline, as opposed to other disciplines, to support our design. I suggest that we continue to publish teaching design, but also provide robust evidence to support how and why the design impacted student learning.