What effect does the claim-evidence-reasoning framework have on teaching and learning in a middle school classroom?

Abstract

A technique for evidence-based writing called claim, evidence, reasoning was integrated into a middle school science classroom to help students be able to gain the ability to explain not only what happened, but also why. This study analyzed the use of argumentation and the ability of students to make observations through their 9-week chemistry unit utilizing rubrics, student interviews, Likert surveys, and confidence surveys to gauge student success. The results indicated that students improved the quality of their responses on labs where they were prompted to write a claim, evidence and reasoning.