Abstract:

Improved and motivating learning in science by implementation of inquiry-based learning and learning in natural environments as ways of meaningful science learning has been well documented. Learning, negotiating and argumentation with science is tightly associated with scientific literacy skills. Despite implementing of meaningful science learning possibilities, argument and debate are still virtually absent from science education. This study combines inquiry based outdoor science activities and scientific literacy practices – practices, which both are widely valued but challenging to integrate in science classroom teaching on a purposeful way. The study explores how 5th grade primary science lessons outdoors are purposefully integrated with classroom teaching, and how this integration together with student argumentation practices can be supported by pedagogical strategies and by integrating an argument-based inquiry strategy called Science Writing Heuristics (SWH) (Hand & Keys, 1999). The SWH approach consists of series of scaffolds that require students to use different forms of language; reading, writing, and talking in various settings as they engage in scientific inquiry leading to the generation and defence of a science argument. The leading idea for this study is that real-life learning opportunities outdoors in natural environments offers children possibility to gain first-hand information acquired by own experience and observation and opportunities to inspect and engage in collaborative discourse and argumentation.

The research is conducted as a design-based research by utilizing inquiry-based outdoor ecology lessons and SWH strategies outdoors and in the classroom. 30 children in one 5th grade class are observed, video and audio recorded, and students’ writings are collected during period of one school year. During three iterative cycles of the design research, relevant activities and pedagogical strategies suggested enhancing argumentation are implemented in learning situations.

Firstly, facilitation and situations of argumentation, and secondly changes in the argumentation development and quality outdoors are analysed on the levels:
1. Outdoor education strategies that facilitate student argumentation.
2. Situations children are using argumentation outdoors.
3. Toulmin’s argument pattern.

The results indicate the importance of utilizing children’s prior knowledge and experiences outside of school when planning student research. Self-selected problems and relevance in students every-day life increases motivation and facilitate engagement in discursion and argumentation. Argumentation connected to direct empirical evidence from investigations outdoors creates opportunities for students to share thinking, questioning, and comparing experiences.

References:
[1] Hand, B and Keys, C.W. (1999). Inquiry investigation: a new approach to laboratory reports. The Science Teacher, 66(4): 27–29.

Keywords:

Argumentation, inquiry-based learning, outdoor education.