Abstract

In science, we pose questions, make claims, gather evidence, and engage in argumentative dialogue! This activity illustrates a strategy that instructors can use to engage students in argumentative peer-peer dialogue in class. It begins with a scenario of the 1906 San Francisco Earthquake and the 2004 Sumatra Earthquake to help students develop a question worthy of investigation, employ primary data to facilitate dialogue among students, and end with a summary writing activity. The intended outcome is for students to be able to enrich their data interpretation/analysis skills, while also being able to find appropriate evidence that supports claims that they are making.

Context

This activity is most useful for introductory physical geology students, but can be adapted to meet the needs of high school students. I integrate this activity when I am first introducing the concepts of magnitude and intensity in earthquakes during a unit on plate tectonics as a unifying theme in geology.

Why It Works

This activity offers the unique opportunity for students to negotiate ideas in order to reach a stronger conceptual understanding of magnitude and intensity. It also offers the opportunity for students to engage in authentic scientific practices (i.e. argumentation) outside of a traditional laboratory environment. By participating in these scientific practices, it also helps improve student conceptions of the nature of science.