Promising Practices for School Organization of Mental Health Supports
Category: Student Well-Being
Instrument Overview
Expert Notes AvailableView expert commentary on strengths and cautions for this instrument
Strengths
Captures both the process and product of scientific argumentation
Applicable across varied science teaching contexts and dialogic purposes
Cautions
High analytical complexity due to many dimensions and categories
Requires substantial time, training, and interpretive judgment by analysts
The Argumentative Dialogues in Science Teaching Observational Protocol is a classroom observation protocol that measures the quality of argumentative dialogue in science instruction. Developed by Martins and Macagno in 2022, the tool examines how teachers and students construct, respond to, and evaluate arguments during science lessons.
The protocol focuses on key features of argumentation, such as the use of claims, evidence, reasoning, counterarguments, and responses to alternative ideas. It is designed to capture both the structure of arguments and the ways participants engage with one another in dialogue. The goal is to assess how classroom talk supports scientific reasoning and critical thinking.
This instrument can be used in secondary science classrooms for research, instructional improvement, and professional development. Districts and schools can use it to understand current practices in argument-based teaching and to guide efforts aligned with science standards that emphasize argumentation as a core practice.
Organization
Topic
Collection Category(ies)
Content
Grades
9th Grade,
10th Grade,
11th Grade,
12th Grade
Languages
English
Respondent
Student,
Teacher
Administration Information
Length
6 items
Access and Use
Contact
Marina Martins:
Email: marinamartins@ufrb.edu.br
Open Access
No
Use in Research
None indicated
