ERIC Number: EJ1116223
Record Type: Journal
Publication Date: 2016-Oct
Abstractor: As Provided
Argument Construction in Understanding Noncovalent Interactions: A Comparison of Two Argumentation Frameworks
Cooper, A. Kat; Oliver-Hoyo, M. T.
Chemistry Education Research and Practice, v17 n4 p1006-1018 Oct 2016
Argument construction is a valuable ability for explaining scientific phenomena and introducing argumentation skills as part of a curriculum can greatly enhance student understanding by promoting self-reflection on the topic under investigation. This article aims to use argument construction as a technique to support an activity designed to improve student understanding of noncovalent interactions. Two theoretical argumentation frameworks were used and compared in order to determine the most effective for use in the developed activity.
Descriptors: Persuasive Discourse, Rhetorical Invention, Scientific Literacy, Scientific Principles, Scientific Concepts, Interaction, Learning Activities, Scoring Rubrics, Comparative Analysis, Teaching Methods, Educational Practices, Chemistry, Molecular Structure, College Students, Performance Based Assessment
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: email@example.com; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: N/A