Claim, evidence, reasoning in middle school science

Abstract

A technique for writing evidence-based claims called claim, evidence, and reasoning was integrated into a middle school science curriculum with the purpose of improving students' test scores. This study also sought to see the effect of this technique on students' testing confidence and success with writing a claim, evidence, and reasoning. Through a pre- and post-treatment part of the study, student test scores were collected and students completed a post-test survey to gauge students' confidence. The claim, evidence, and reasoning written by students at the end of labs were coded to track the quality of student responses. The answers that students gave to short answer test questions were also coded to assess their integration of claim, evidence, and reasoning into their test answers. Students' test scores and testing confidence did not improve, but students increased their use of the claim, evidence, and reasoning skill on tests. Students also improved the quality of their responses on labs where they were prompted to write a claim, evidence, and reasoning.