The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations
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Date
2017
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Montana State University - Bozeman, College of Letters & Science
Abstract
When making arguments in scientific writing, students struggle with using evidence and reasoning when making claims. Over the course of six weeks, ninth grade biology students were introduced to the claim, evidence, reasoning (CER) framework to help organize and develop scientific arguments in science lab conclusions. This research included a survey and writing assessment both before and after introduction to the CER framework. The purpose of this research was to determine if the CER framework would increase the frequency that students used evidence and reasoning when making their claims. Results of this study indicate that the CER framework did increase student use of evidence and reasoning in claims. Results also indicate that the CER framework did not have an effect on student ability to use scientific principles in their reasoning.