Dominican University of California
 

Location

Guzman 104, Dominican University of California

Start Date

4-20-2017 7:40 PM

End Date

4-20-2017 7:55 PM

Department

Education

Student Type

Graduate

Faculty Mentor

Madalienne Peters, Ed.D.

Presentation Format

Oral Presentation

Abstract/Description

In light of the essential science and engineering practices identified by the Next Generation Science Standards (NGSS), this study focuses on the specific science and engineering practice, "engage in argument from evidence," and how classroom practices can serve to strengthen this skill (National Research Council, 2012, p. 71). The NGSS focus on inquiry necessitates students’ use of argument, particularly in writing, to communicate their knowledge and scientific findings and to develop an understanding of scientific practice. The purpose of this teacher action research study is to evaluate the influence of inquiry-based argumentative writing exercises, based on the Argument Driven Inquiry (ADI) model, in a middle school science classroom (Sampson, Grooms, and Walker, 2011). The ADI model, while extensive and complex, shows promise in building both argumentative writing skills and science content knowledge, and this study aimed to modify this model for frequent classroom use at the middle school level. Information gained from this study will benefit science educators by yielding information about how scientific argumentative writing can be most effectively implemented into the middle school classroom to yield the maximum benefit for literacy in the science curriculum.

Keywords: science, middle school, science and engineering practices, argumentative writing, Next Generation Science Standards

 
Apr 20th, 7:40 PM Apr 20th, 7:55 PM

Claim, Evidence, and Reasoning: Evaluation of the Use of Scientific Inquiry to Support Argumentative Writing in the Middle School Science Classroom

Guzman 104, Dominican University of California

In light of the essential science and engineering practices identified by the Next Generation Science Standards (NGSS), this study focuses on the specific science and engineering practice, "engage in argument from evidence," and how classroom practices can serve to strengthen this skill (National Research Council, 2012, p. 71). The NGSS focus on inquiry necessitates students’ use of argument, particularly in writing, to communicate their knowledge and scientific findings and to develop an understanding of scientific practice. The purpose of this teacher action research study is to evaluate the influence of inquiry-based argumentative writing exercises, based on the Argument Driven Inquiry (ADI) model, in a middle school science classroom (Sampson, Grooms, and Walker, 2011). The ADI model, while extensive and complex, shows promise in building both argumentative writing skills and science content knowledge, and this study aimed to modify this model for frequent classroom use at the middle school level. Information gained from this study will benefit science educators by yielding information about how scientific argumentative writing can be most effectively implemented into the middle school classroom to yield the maximum benefit for literacy in the science curriculum.

Keywords: science, middle school, science and engineering practices, argumentative writing, Next Generation Science Standards