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&...
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| Published in: | International journal of science education Vol. 30; no. 6; pp. 837 - 861 |
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| Main Authors: | , , , |
| Format: | Journal Article |
| Language: | English |
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Routledge
18-05-2008
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| Abstract | 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.) |
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| AbstractList | 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.) |
| Audience | High Schools Grade 11 Grade 10 |
| Author | Hendricks, Sean Cross, Dionne Taasoobshirazi, Gita Hickey, Daniel T |
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| Title | Argumentation: A Strategy for Improving Achievement and Revealing Scientific Identities |
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