Designing educative supports for scientific argumentation: a case study of DBR before and during the pandemic

March 30, 2021

Authors

Kathleen Easley

The Learning Partnership

Steven McGee

The Learning Partnership

Randi McGee-Tekula

The Learning Partnership

Anne Britt

Northern Illinois University

Katy Rupp

Northern Illinois University

Karyn Higgs

Northern Illinois University

Design-based research is uniquely positioned to adapt instructional resources quickly to meet the needs of teachers and students. This paper explores revisions to an educative support that scaffolds (a) scientific argumentation and (b) student task models, in the context of two middle-school science curricula in Chicago. Iterations were informed by: teacher feedback, student work, classroom observations, and teacher and student surveys. Changes supported student task models, NGSS storyline routines, student argumentation, and online instruction.

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Suggested Citation

Easley, K., McGee, S., McGee-Tekula, R., Britt, A., Rupp, K., Higgs, K. (2021, June 7-11). Designing educative supports for scientific argumentation: a case study of DBR before and during the pandemic [Paper presentation]. International Society of the Learning Sciences Annual Meeting, online conference.

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