Utilizing Technology to Support Scientific Argumentation in Active Learning Classrooms

J. Bryan Henderson, Earl Aguilera

Research output: Chapter in Book/Report/Conference proceedingChapter


Argumentation can enhance science learning, and modern technologies can enhance the ability of instructors to support student argumentation. The purpose of this chapter is threefold. First, it provides an overview of the fundamental components of arguments and how the complexity of these arguments can be visualized. Second, it summarizes empirical studies from different bodies of literature each supporting the notion that argumentation can enhance science learning. Finally, it presents a three-step On/Beneath/Beyond-the-Screen heuristic that college science instructors can utilize to support argumentation in their classrooms with current technologies. Through a case study of a classroom response technology designed to promote argumentation, we demonstrate how to apply this heuristic when considering which argumentation technologies to use and how to use them.

Original languageEnglish (US)
Title of host publicationActive Learning in College Science
Subtitle of host publicationThe Case for Evidence-Based Practice
PublisherSpringer International Publishing
Number of pages16
ISBN (Electronic)9783030336004
ISBN (Print)9783030335991
StatePublished - Jan 1 2020
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)


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