Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas

Sampson, Victor; Enderle, Patrick; Grooms, Jonathon; Witte, Shelbie

doi:10.1002/sce.21069

Cited by 123 publications

(116 citation statements)

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“…This learning model can build the logic and critical thinking of students by emphasizing to the role of the argument itself is formed and validate scientific thought [5 and 9]. From the explanation above, researchers have developed a learning model Argument-Driven Inquiry (ADI) into eight stages according to references [8] 1) The task identification, beginning phase where the teacher can ask instructions questions for laboratory experiment that will be conducted; 2) Build data analysis, at this stage the teacher helps students to build a better investigation through some reflective questions. By asking questions to the students that what they would do and why they do so; 3) make temporary arguments, on this steps teachers are asked to provide advice on data that is less complete, less consistent or less accurate.…”

Section: A Argument-driven Inquiry (Adi)mentioning

confidence: 99%

Argument-DrivenInquiry (ADI): The Way to Develop Junior High School Student's Argumentation Skills in Science Learning

Nurramadhani¹,

Ms²,

Rahman³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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Abstract-Argumentation skills or the skills of making the argument on the process of learning science is required for the development of the concept and practicing how to think about a concept that is so that the students can find the fact, concept and other things related to whole science in students' long-term memory. But the result of argumentation every students are different. It is depend on academic level of students. There are higher acheiver and lower acheiver. The argumentation skills inboth of classes are not develop very well because several teachers who did not provide an opportunity to the students to give the opinion of the knowledge. Based on the issue, this research purposes is to investigate the argumentation skills improvement on both of classes with different academic level by applying learning model based on the argument that is Argument-Driven Inquiry (ADI) in science learning. The method of this research is used quasi experiment method with the matching-only pretest-posttest comparison group design. Research subject are junior high school students from State Junior High School inIndramayu grades VII. VII-B can be called unggulan class because all students are high achiever, while VII-H is regular class because the students in this class are come from middle-lower achiever. The result of this research shows thatthe argumentation skills in both of classes are developed to the positive ways. The average N-gain value for whole result written argumentation skills in unggulan class has high improvement criteria (0.73)and regular class has middleimprovement criteria (0.58). Aspect of written argumentation skills improvement in both of classes has different result. All the improvement criteria result for written argumentation skills aspect in unggulan class has outperformed than regular class, except warrant aspect both classes has the lowest value among other aspect with middle criteria. Dialogic argumentation skills result alsohas better development for unggulan class rather than regular class. Even though the result shows like that, it can be conclude by implementing learning model ADI, student's argumentation in written or dialogic can be developed to the positive ways.

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Section: A Argument-driven Inquiry (Adi)mentioning

confidence: 99%

Argument-DrivenInquiry (ADI): The Way to Develop Junior High School Student's Argumentation Skills in Science Learning

Nurramadhani¹,

Ms²,

Rahman³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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“…El uso de datos cualitativos y cuantitativos es un imperativo de la argumentación escrita en ciencia escolar (Kelly et al, 2007;Sampson et al, 2011Sampson et al, , 2013 Si bien, con una muestra de 343 participantes, no es posible hacer amplias generalizaciones, sí es coherente señalar que, espontáneamente, los estudiantes hacen uso de vocabulario relacionado con datos cualitativos. Desde una postura didáctica, ello representa una oportunidad de enseñanza para los profesores interesados en promover escenarios de escritura argumentativa, allí los estudiantes podrían enriquecer explícitamente el uso reflexivo de este tipo de datos, toda vez que se trata de un elemento trascendental de la argumentación escrita.…”

Section: Hallazgos En Relación a La Categoría: Datos Cualitativosunclassified

“…Recientemente, Sampson et al (2013) intervinieron en una comunidad de aprendizaje, situada al sureste de Estados Unidos, luego de contar con la participación de 294 estudiantes; estos investigadores resaltan que la argumentación escrita es una necesidad de aprendizaje de las ciencias que puede ser enriquecida siempre y cuando sea un objetivo explícito en los propósitos y las prácticas educativas. De este modo, si la comunidad de investigación en didáctica de las ciencias ha confirmado las bondades de la argumentación escrita, entonces ¿por qué está tan ausente en las prácticas escolares?…”

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“…De este modo, si la comunidad de investigación en didáctica de las ciencias ha confirmado las bondades de la argumentación escrita, entonces ¿por qué está tan ausente en las prácticas escolares? La pregunta se fundamenta en las recomendaciones de Cervetti et al (2012), Hand y Prain (2012) y Sampson et al (2011Sampson et al ( , 2013 quienes alertan sobre la penuria de espacios de argumentación escrita en clase de ciencias.…”

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El empleo espontáneo de conectores y vocabulario relacionado con las ciencias: Implicaciones en la argumentación escrita

Archila¹,

Luna-Calderón²,

Mesa-Piñeros³

2017

Rev_Eureka_ensen_divulg_cienc

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Este estudio da continuidad a esfuerzos previos dedicados a promover la escritura argumentativa en ciencia escolar. En el presente artículo se dan a conocer los conectores y el vocabulario relacionado con las ciencias que emplean espontáneamente (sin intervención del profesor) estudiantes entre 8 y 18 años de edad. Las producciones escritas (textos narrativos) de 343 participantes (183 niñas -160 niños) fueron examinadas para conocer cuáles son los conectores y el vocabulario relacionado con las ciencias que emplean espontáneamente, y cuál es la diferencia de su empleo según género y edad. Los resultados indican, por lo menos en este contexto, que el empleo de conectores depende de la edad y no del género. Respecto al vocabulario, se hallaron variaciones leves (poco significativas) con el paso de la edad de los participantes, niñas y niños lo emplean espontáneamente de modo similar. Estos resultados soportan la urgente necesidad de propiciar escenarios de escritura argumentativa en clase de ciencias.Palabras clave: Argumentación escrita; conector; didáctica de las ciencias; vocabulario.Students' spontaneous use of connectors and vocabulary related to science: Implications for written argumentation This study continues previous effort to promote written argumentation in school science. This article shows the 343 students' (183 females and 160 males, 8-18 years old) spontaneous (without the teacher's intervention) use of connectors and vocabulary related to science. Participants' written productions were examined in order to know which connectors and vocabulary they used spontaneously. Data on students' gender and age were also collected to explore the relationship between these factors. Results show, within this context at least, that the use of connectors depends on the age and does not depend on the gender. In relation to the vocabulary, slight variations (insignificants) were found over the age of participants, girls and boys use it in a similar way. Findings support the urgent need for promoting written argumentation scenarios in science classrooms.Keywords: Connector; science teaching; vocabulary; written argumentation.Para citar este artículo: Archila P.A., Luna-Calderón P., Mesa-Piñeros M. (2017). El empleo espontáneo de conectores y vocabulario relacionado con las ciencias: Implicaciones en la argumentación escrita. IntroducciónSimon, Steindl, Larcher, Kulac y Hotter (2016) han confirmado que fomentar la escritura tiene impactos favorables en el interés de los estudiantes hacia las ciencias de la naturaleza. El presente estudio da continuidad a la investigación realizada por Archila (2015a) en relación a la argumentación escrita. Se asume que la alfabetización científica es una misión prioritaria de la

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“…Most universities have built in a 'First-year Experience' programme which focuses on the development of academic skills such as the ability to make notes. Globally, studies have shown that the quality of notes that students make is related to the grades that they achieve (Sampson, Enderle, Grooms & Witte, 2013;Trevors, Duffy & Azevedo, 2014). This study focuses on the relationship between the students' note-making practices at school and university.…”

Section: Introductionmentioning

confidence: 99%

Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University

Dukhan

2018

African Journal of Research in Mathematics, Science and Technol

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In South Africa there is mounting concern surrounding the throughput of undergraduates. The preparation of school-learners for the challenges presented in the academic environment at university has come into question. First-years are expected to construct notes in biology; these notes act as an interface between the lecturer and students when the latter prepare for assessments. The literature highlights that the quality of notes that students make is related to their grades. This study investigates the influence of the students' note-making practice at school on the quality of notes that first-years construct during an Introductory Biology course at university. Sixty first-year students who registered for the course, over a three-year period, participated in this study. Data collection entailed the completion of a questionnaire, participation in individual face-to-face interviews at the beginning of each semester in the first year and the beginning of the second year, and the analysis of the students' notes. The findings show that students' school experience in note-making influences the quality of their notes when they enter university. This finding is significant since biology is content heavy, and with limited guidance at university the students rely on the school experience to guide them in compiling their notes. A model for improving note-making practice is presented in this paper, and shows how the students' construction of their notes may act as a means to improve their learning.

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Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas

Cited by 123 publications

References 46 publications

Argument-DrivenInquiry (ADI): The Way to Develop Junior High School Student's Argumentation Skills in Science Learning

Argument-DrivenInquiry (ADI): The Way to Develop Junior High School Student's Argumentation Skills in Science Learning

El empleo espontáneo de conectores y vocabulario relacionado con las ciencias: Implicaciones en la argumentación escrita

Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University

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