Geography Teaching Today

Thinking deeper about argumentation

Have a look at the three pieces of stimulus material below. All are concerned with climate change. All represent different arguments. All these arguments draw on a particular view and interpretation of place, space and interconnectedness.

• Stern report: the key points
• British Airways: Climate Change
  
• Friends of the Earth: Aviation and global climate change

Consider the following questions:

• How could you use these arguments with your students to explore climate change?
• Why might modelling an argument be a good teaching and learning strategy to use with your students?
• Are there any other issues or themes that you cover within your key stage 3 curriculum where argumentation might be an appropriate approach to use?
• How might argumentation help improve the quality of a student's understanding of these topics?

What makes an argument - good geography and citizenship?

The IDEAs team have offered various tools and strategies for evaluating the quality of an argument. These are well worth sharing with students and applying to different geographical arguments. Alun Morgan (2006) discussed many of these in his recent article 'Argumentation, Geography and ICT' (Geography, Summer 2006, pp. 126-40). In it he outlined:

• the benefits to geography educators of engaging with argumentation (Figure 1)
• how better arguments can be made in geography (Table 1)
• the different levels of argument (Figure 4).

When using argumentation with your students, you and your colleagues will want to assess a sample of their work. Questions that you may wish to consider include:

• How do the samples of students' work compare in terms of the quality of the argument?
• Is there an example of a stronger argument?
• Is there an example of a weaker argument?
• What do the samples illustrate about students' geographical understanding? (Which big concepts have they drawn upon to develop their argument?)

You may wish to use a version of these questions with your students to support self-assessment. You may also want to encourage them to review the quality of their arguments by using prompts such as:

• Is there a claim?
• Is the argument underpinned (i.e. does it make reference to supporting evidence)?
• Does the argument link the evidence to the claim?
• Is the argument worthwhile?
• What might the counter-arguments be and how can these be countered?

This may lead to drafting and redrafting activities if the argument is to be written down. It may lead to 'rehearsals' if the argument is to be spoken or recorded in some way. By refining their argument, learners will articulate reasons for supporting particular claims and attempt to persuade or convince their audience. In a well-developed argument they will have the confidence to express doubts, ask questions, relate alternative viewpoints and suggest what is not known.

In the final two sections of this unit, we think about the quality of an argument in geography and consider how maps and data can be used in geography to develop strong arguments.

Now go to Developing Your Thinking