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.

Research Areas

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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