Using Models to Support Argumentation in the Science Classroom

Scientists use models to represent their imagination and conceptualization of a particular phenomenon. They then use models to develop an argument to debate, defend, and debunk ideas in their peer community. Modeling is an essential practice of authentic science. To foster the pedagogical practice of incorporating models in argumentative contexts, we introduce an approach called “Science Negotiation Pedagogy.” We show how models can support argumentation practices in science classrooms in six phases of action: (1) create a driving question; (2) construct a tentative model in groups; (3) construct a tentative argument in groups; (4) negotiate models and arguments in a whole-class discussion, then revise models and arguments through negotiation; (5) consult the experts; and (6) reflect through writing. A unit on the human respiratory system is used as an example to demonstrate how Science Negotiation Pedagogy can be implemented in biology classrooms.

Negotiation Pedagogy: International Relations

Negotiation is less taught than might be expected in International Relations (IR) programs. Yet an upper-level university course is needed to address three audiences: future citizens, diplomats, and scholars. Since there is no single theory of negotiations, such a course needs to address the various conceptual approaches, grouped as Behavioral, Processual, Integrative, Structural, and Strategic. Conceptual presentations need to be supplemented with practitioners’ testimonies, simulations, and case studies, the latter using participants’ accounts as well as analyses. Games and a sample syllabus are presented.

International Negotiation Pedagogy

This collection of articles on international negotiation pedagogy compares and contrasts a range of training methods and theories employed by scholars who teach international negotiation from different disciplinary backgrounds and in diverse institutional settings. Notwithstanding this variation, the contributors share a focus on enabling students to engage in negotiation and conflict analysis by teaching a set of core heuristics, to better understand interpersonal behavioral dynamics and learning certain interpersonal skills, and to practice negotiation and conflict analysis through the use of role plays and simulations. The contributors make different observations about the impact of students’ personal knowledge and experiences on their ability to learn negotiation skills, and have developed different ways of incorporating student backgrounds in their approaches to negotiation training. The development of more complex simulations is one way instructors are beginning to leverage student knowledge and experience to achieve pedagogical goals.