Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions Perspective
The purpose of this study was to explore the effect of sustained practice with argumentation on the quality of students’ written arguments. Participants consisted of 37 students; 22 males and 15 females enrolled in a 6th grade middle school classroom. Students completed six argumentation tasks but...
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| Format: | Article |
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Seyit Ahmet Kıray
2016-07-01
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| Series: | Journal of Education in Science, Environment and Health |
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| Online Access: | https://jeseh.net/index.php/jeseh/article/view/23 |
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| author | Mehmet Aydeniz Kader Bilican |
| author_facet | Mehmet Aydeniz Kader Bilican |
| author_sort | Mehmet Aydeniz |
| collection | DOAJ |
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The purpose of this study was to explore the effect of sustained practice with argumentation on the quality of students’ written arguments. Participants consisted of 37 students; 22 males and 15 females enrolled in a 6th grade middle school classroom. Students completed six argumentation tasks but only four of them were considered for data analyses as the first two tasks were used to get the students familiar with the language and structure of argumentation. Data were analyzed using the Claim, Evidence and Reasoning (CER) Framework. Findings reveal several patterns regarding students’ use of claim, evidence, and reasoning across 4 tasks that were subject to our evaluation. First, there was not a consistent pattern of improvement in students’ use of evidence. Second, there were not any consistent improvements in students’ use of reasoning across four tasks. Our discussion focuses on the role of context, content knowledge and teacher framing in the quality of arguments developed by students.
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| format | Article |
| id | doaj-art-b5f315915d7c41f5988682b8eedfdf2c |
| institution | Kabale University |
| issn | 2149-214X |
| language | English |
| publishDate | 2016-07-01 |
| publisher | Seyit Ahmet Kıray |
| record_format | Article |
| series | Journal of Education in Science, Environment and Health |
| spelling | doaj-art-b5f315915d7c41f5988682b8eedfdf2c2025-02-03T21:52:38ZengSeyit Ahmet KırayJournal of Education in Science, Environment and Health2149-214X2016-07-012223Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions PerspectiveMehmet AydenizKader Bilican The purpose of this study was to explore the effect of sustained practice with argumentation on the quality of students’ written arguments. Participants consisted of 37 students; 22 males and 15 females enrolled in a 6th grade middle school classroom. Students completed six argumentation tasks but only four of them were considered for data analyses as the first two tasks were used to get the students familiar with the language and structure of argumentation. Data were analyzed using the Claim, Evidence and Reasoning (CER) Framework. Findings reveal several patterns regarding students’ use of claim, evidence, and reasoning across 4 tasks that were subject to our evaluation. First, there was not a consistent pattern of improvement in students’ use of evidence. Second, there were not any consistent improvements in students’ use of reasoning across four tasks. Our discussion focuses on the role of context, content knowledge and teacher framing in the quality of arguments developed by students. https://jeseh.net/index.php/jeseh/article/view/23ArgumentationScienceMiddle schoolLearning progressionsLearning |
| spellingShingle | Mehmet Aydeniz Kader Bilican Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions Perspective Journal of Education in Science, Environment and Health Argumentation Science Middle school Learning progressions Learning |
| title | Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions Perspective |
| title_full | Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions Perspective |
| title_fullStr | Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions Perspective |
| title_full_unstemmed | Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions Perspective |
| title_short | Appropriating Epistemic Norms of Science through Sustained Practice with Argumentation: Can It Happen? A Learning Progressions Perspective |
| title_sort | appropriating epistemic norms of science through sustained practice with argumentation can it happen a learning progressions perspective |
| topic | Argumentation Science Middle school Learning progressions Learning |
| url | https://jeseh.net/index.php/jeseh/article/view/23 |
| work_keys_str_mv | AT mehmetaydeniz appropriatingepistemicnormsofsciencethroughsustainedpracticewithargumentationcanithappenalearningprogressionsperspective AT kaderbilican appropriatingepistemicnormsofsciencethroughsustainedpracticewithargumentationcanithappenalearningprogressionsperspective |