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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorLong, Tanya Hobbsen
dc.description.abstractThe need for instructing science students on writing evidence based explanations arises from the importance placed on this by the Common Core State Standards for college and career readiness. The Claims-Evidence-Reasoning (C-E-R) writing framework may be a means to this end. Explanations begin with a claim which makes an assertion or a conclusion about a question, problem, or observation. The evidence supports the claim using scientific data. The reasoning part of an explanation is used to justify that the students' evidence supports their claim, explains why the observations or data count as evidence of this claim by providing scientific principles. The framework was used with a variety of lesson types in astronomy and chemistry units. Students reported that the C-E-R framework helped them learn science content. The C-E-R framework also improved students' understanding of the nature of science.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshCommon Core State Standards (Education)en
dc.titleEffects of the claims-evidence-reasoning writing framework on teaching and learning in eighth grade scienceen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2014 by Tanya Hobbs Longen
thesis.catalog.ckey2719078en, Graduate Committee: Walter Woolbaugh; Joe Bradshaw.en of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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