Teaching Cross-Curricular Argumentation Routine
Teachers use the Cross-Curricular Argumentation Routine to guide students to evaluate whether a claim is supported by evidence and reasoning, consider counterarguments, and make a decision to accept or reject the claim.
The use of argumentation is supported by two routines –the Scientific Argumentation Routine (SAR) and the Cross Curricular Argumentation Routine (CCAR). Students whose teachers used the SAR had significantly higher overall test scores than students in the comparison condition with large effect sizes. Differences between mean pretest and post-test scores were 50% larger in the 7th grade experimental group, and almost twice as large for the 8th and 9th grade students compared to students in the comparison condition. Research data from the SAR provided support for the development of the CCAR; research is ongoing across different content areas.
Teaching Cross-Curricular Argumentation is available via the KUCRL Online Store. Professional development is recommended, see the SIM Event page for sessions.
Resources:
RESEARCH ARTICLES
- Bulgren, J., Minarik, D., & Washburn, J. (2024). Higher order thinking and reasoning through primary source document analysis. In S. Waring (Ed.), Teaching with primary sources for cultural understanding, civic mindedness, and democracy (pp. 47-63). Teachers College Press.
- Bulgren, J., & Ellis, J. (2015). The Argumentation and Evaluation Guide: Encouraging NGSS-based critical thinking. Science Scope, 38 (7), 78–85.
- Bulgren, J.A., Ellis, J.D., & Marquis, J.G. (2014). The use and effectiveness of an Argumentation and Evaluation Intervention in science classes. Journal of Science Education and Technology, 23(1), 82-91.