The connection between argumentation and scientific explanations
dc.contributor.advisor | Chairperson, Graduate Committee: Peggy Taylor. | en |
dc.contributor.author | Key, Leah Anne | en |
dc.date.accessioned | 2016-01-03T23:23:01Z | |
dc.date.available | 2016-01-03T23:23:01Z | |
dc.date.issued | 2015 | en |
dc.description.abstract | Elementary students often focus on what they are doing during hands on science investigations that they fail to make accurate observations in order to explain what happened and why. This study analyzed the use of argumentation activities and the impact on students' abilities to explain scientific phenomena. Students engaged in argument through consensus building jigsaws and assigned audience roles that focused on specific aspects of explanations. The results indicate that students were more focused on making observations to enable them to make claims based on evidence after engaging in scientific argument. | en |
dc.identifier.uri | https://scholarworks.montana.edu/handle/1/9270 | en |
dc.language.iso | en | en |
dc.publisher | Montana State University - Bozeman, Graduate School | en |
dc.rights.holder | Copyright 2015 by Leah Anne Key. | en |
dc.subject.lcsh | Science--Study and teaching | en |
dc.subject.lcsh | Thought and thinking | en |
dc.subject.lcsh | Education, Primary | en |
dc.title | The connection between argumentation and scientific explanations | en |
dc.type | Professional Paper | en |
mus.data.thumbpage | 40 | en |
mus.relation.department | Master of Science in Science Education. | en_US |
thesis.catalog.ckey | 2911935 | en |
thesis.degree.committeemembers | Members, Graduate Committee: C. John Graves; Joe Bradshaw. | en |
thesis.degree.department | Master of Science in Science Education. | en |
thesis.degree.genre | Professional Paper | en |
thesis.degree.name | MS | en |
thesis.format.extentfirstpage | 1 | en |
thesis.format.extentlastpage | 70 | en |
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