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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