How Does Students’ Perception Of The Main Point Of A Unit Relate To The Quality Of The Final Argument?
March 30, 2021
Authors
Kathryn E. Rupp
Northern Illinois University
Karyn Higgs
Northern Illinois University
M. Anne Britt
Northern Illinois University
Steven McGee
The Learning Partnership
Randi McGee-Tekula
The Learning Partnership
Kathleen Easley
The Learning Partnership
Brent Steffens
The Learning Partnership
Amanda Durik
Northern Illinois University
Learning about science from an inquiry question across a unit is challenging. We examined whether students with more appropriate goals and plans for a science investigation (i.e., task models) wrote more complete culminating arguments. Students who perceived the unit was about reasoning had less evidence in their essays than those that did not. This suggests that some students need supports to understand the role of reasoning to guide inclusion of evidence in their final arguments.
Suggested Citation
Rupp, K., Higgs, K., Britt, M., McGee, S., McGee, R., Easley, K., Steffens, B., Durik, A. (2021, June 7-11). How Does Students’ Perception Of The Main Point Of A Unit Relate To The Quality Of The Final Argument? [Paper presentation]. International Society of the Learning Sciences Annual Meeting, online conference.
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