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 contents of this literature review will link the practice of scientific inquiry to writing in the science curriculum, and how argumentative writing can support overall scientific literacy. This will benefit scientific 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.
Mastro, Gabriela A.
"Review of the Literature: Scientific Argumentative Writing,"
Scholarship and Engagement in Education: Vol. 1
, Article 8.
Available at: https://scholar.dominican.edu/seed/vol1/iss1/8