Learning About Plate Tectonics Through Argument-Writing

Datos Bibliográficos

ID8158160
AutoresPerry D Klein (0000-0001-6740-4737, Western University), Boba Samuels (0009-0008-4649-4882, Western University)
Año2010
Volumen56
Número2
Páginas196-217
Fecha de publicación2010-07-23
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAlberta Journal of Educational Research (JOURNAL)
Identificadores de la revistaISSN: 0002-4805 • E-ISSN: 1923-1857
EditorialUniversity of Alberta Press (PUBLISHER • CA)
DOI10.55016/ojs/ajer.v56i2.55398
OpenAlexW1579737315
IdiomaEN
Citas recibidas3
Referencias citadas7

In a quasi-experimental study (N=60), grade 7/8 teachers students were taught to write arguments in content-area subjects. After instruction, students drew on document portfolios to write on a new topic: “Do the continents drift?” In a MANCOVA, students who participated in argument instruction scored significantly higher than a control class on the combination of dependent variables. A stepwise discriminant analysis indicated that instruction most strongly affected argument genre knowledge, which in turn accounted for variance in the other dependent variables. The features of argument texts that were most strongly associated with science learning were: the number of argument moves, the number of science propositions taken up from source documents, text length, and text coherence. These results support a constructivist model of writing to learn in which students use genre knowledge to select information from source documents and construct genre-specific relationships among ideas

Argument (complex analysis) · Epistemology · Mathematics education · Plate tectonics · Tectonics · Educational Tools and Methods · Geology · Innovative Teaching and Learning Methods · Paleontology · Philosophy · Psychology · Science Education and Pedagogy