Location
Guzman 104, Dominican University of California
Start Date
4-20-2017 7:40 PM
End Date
4-20-2017 7:55 PM
Student Type
Graduate
Faculty Mentor(s)
Madalienne F. 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
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons
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