ICPS
2019 International Convention of Psychological Science · 2019
Improving Student's Written Argumentation through Socio-Scientific Inquiry
- Kimberly Lawless
University of Illinois at Chicago - Scott Brown
University of Connecticut - Lisa Lynn
University of Illinois at Chicago - Jeremy Riel
University of Illinois at Chicago - James Oren
University of Illinois at Chicago
Abstract
Argumentation is a central scientific literacy. Yet, opportunities to engage in productive scientific argumentation are not frequently present in our current approach to school-based science education. In a randomized, quasi-experimental study, results indicate the positive impact of participation in a problem-based socio-scientific simulation on students written scientific argumentation.
Learning
