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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorKey, Leah Anneen
dc.date.accessioned2016-01-03T23:23:01Z
dc.date.available2016-01-03T23:23:01Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9270en
dc.description.abstractElementary students often focus on what they are doing during hands on science investigations that they fail to make accurate observations in order to explain what happened and why. This study analyzed the use of argumentation activities and the impact on students' abilities to explain scientific phenomena. Students engaged in argument through consensus building jigsaws and assigned audience roles that focused on specific aspects of explanations. The results indicate that students were more focused on making observations to enable them to make claims based on evidence after engaging in scientific argument.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshThought and thinkingen
dc.subject.lcshEducation, Primaryen
dc.titleThe connection between argumentation and scientific explanationsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Leah Anne Key.en
thesis.catalog.ckey2911935en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Joe Bradshaw.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage70en
mus.relation.departmentMaster of Science in Science Education.en_US
mus.data.thumbpage40en


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