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ERIC Number: EJ790895
Record Type: Journal
Publication Date: 2008-May
Pages: 25
Abstractor: Author
Reference Count: 64
ISSN: ISSN-0950-0693
Argumentation: A Strategy for Improving Achievement and Revealing Scientific Identities
Cross, Dionne; Taasoobshirazi, Gita; Hendricks, Sean; Hickey, Daniel T.
International Journal of Science Education, v30 n6 p837-861 May 2008
In this paper we explore the relationship between learning gains, measured through pre-assessment and post-assessment, and engagement in scientific argumentation. In order to do so, this paper examines group discourse and individual learning during the implementation of NASA Classroom of the Future's BioBLAST![R] (BB) software program in a high school biology classroom. We found that the argumentative structures, the quality of these structures, and the identities that students take on during collaborative group work are critical in influencing student learning and achievement in science. We provide recommendations for instructors implementing argumentation in their science classrooms, and provide suggestions for the development of future research in this area. (Contains 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia