Education Commons^™

Examining The Influence Of Argument Driven Inquiry Instructional Approach On Female Students Of Color In Sixth Grade Science: Its Impact On Classroom Experience, Interest, And Self-Efficacy In Science, Written Argumentation Skills, And Scientific Voice, Paul Duggan

Theses and Dissertations

Four of the eight Engineering Standards in the Next Generation Science Standards (NGSS, 2013) focus on authentic science communication: “asking questions (science) and defining problems (engineering), analyzing and interpreting data, constructing explanations (for science) and designing solutions (for engineering), engaging in argument from evidence, obtaining, evaluating and communicating information” (Sampson et al., 2010, p. 218). Authentic science communication is supported in NGSS through cross-cutting concepts (Driver et al., 2000) that integrate the structure and function of science concepts together with communication strategies that include reading, writing, and peer critique. These cross-cutting concepts include reading strategies that focus on reading informational …

Enhancing And Evaluating Scientific Argumentation In The Inquiry-Oriented College Chemistry Classroom, Annabel D'Souza

Dissertations, Theses, and Capstone Projects

The research presented in chapters 2, 3, and 4 in this dissertation uses a sociocultural and sociohistorical lens, particularly around power, authority of knowledge and identity formation, to investigate the complexity of engaging in, supporting, and evaluating high-quality argumentation within a college biochemistry inquiry-oriented classroom.

Argumentation skills are essential to college and career (National Research Council, 2010) and for a democratic citizenry. It is central to science teaching and learning (Osborne et al., 2004a) and can deepen content knowledge (Jiménez-Aleixandre et al., 2000; Jiménez-Aleixandre & Pereiro-Munhoz, 2002). When students have opportunities to make claims and support it with evidence and …