Scientific literacy and argumentation in the secondary science classroom

Abstract

The purpose of this study is to determine how increasing students' proficiency of argumentation through the Claim, Evidence, Reasoning (CER) format affects their ability to ask questions, analyze data and evidence, and justify a claim. During the study, students were instructed on traditional data analysis techniques and given a pre- and post-test to determine growth in analysis and argumentation. During the treatment, students were given weekly instruction and practice on CER and given pre- and post-tests that were a follow up to the first. Throughout the study, students were given surveys inquiring about their interest and attitudes of science. Student responses were analyzed to determine if there was a change in these perceptions over time. The results of the study showed that direct instruction on CER did not significantly improve student scores on the assessments. Students consistently identified the importance of science for their lives, even though they did not report high scores in enjoying school or studying science. Students did show growth in both their data analysis and argumentation skills despite the assessment results showing low growth.