Argumentation: A Strategy for Improving Achievement and Revealing Scientific Identities

Argumentation: A Strategy for Improving Achievement and Revealing Scientific Identities

In this paper we explore the relationship between learning gains, measured through pre-assessment and post-assessment, and engagement in scientific argumentation. In order to do so, this paper examines group discourse and individual learning during the implementation of NASA Classroom of the Future&...

Full description

Saved in:
Bibliographic Details
Published in:International journal of science education Vol. 30; no. 6; pp. 837 - 861
Main Authors: Cross, Dionne, Taasoobshirazi, Gita, Hendricks, Sean, Hickey, Daniel T
Format: Journal Article
Language:English
Published: Routledge 18-05-2008
Subjects:
Biology
Coding
Computer Software
Cooperative Learning
Georgia
High School Students
Persuasive Discourse
Pretests Posttests
Prior Learning
Science Instruction
Scientific Literacy
Student Role
Georgia
Online Access:Get more information
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In this paper we explore the relationship between learning gains, measured through pre-assessment and post-assessment, and engagement in scientific argumentation. In order to do so, this paper examines group discourse and individual learning during the implementation of NASA Classroom of the Future's BioBLAST![R] (BB) software program in a high school biology classroom. We found that the argumentative structures, the quality of these structures, and the identities that students take on during collaborative group work are critical in influencing student learning and achievement in science. We provide recommendations for instructors implementing argumentation in their science classrooms, and provide suggestions for the development of future research in this area. (Contains 1 table and 1 note.)
ISSN:0950-0693
DOI:10.1080/09500690701411567