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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorReamy, Allyson Tiffanyen
dc.date.accessioned2021-11-16T17:33:59Z
dc.date.available2021-11-16T17:33:59Z
dc.date.issued2020en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/16333
dc.description.abstractA 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.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshScienceen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshReasoningen
dc.subject.lcshEvidenceen
dc.subject.lcshTeachingen
dc.subject.lcshLearningen
dc.titleWhat effect does the claim-evidence-reasoning framework have on teaching and learning in a middle school classroom?en
dc.typeProfessional Paperen
dc.rights.holderCopyright 2020 by Allyson Tiffany Reamyen
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Kim Pophamen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage51en
mus.data.thumbpage51en


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