Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments

Cikmaz, Ali; Fulmer, Gavin W.; Yaman, Fatma; Hand, Brian

doi:10.1002/tea.21715

Cited by 12 publications

(2 citation statements)

References 94 publications

(120 reference statements)

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“…Academic accommodations to support Eng+ students have been proposed but need further study, including providing students with more time to complete assessments, incorporating scaffolds and visual aids on assessment items, and low-stakes opportunities to develop language and argumentation skills (Abedi et al, 2004(Abedi et al, , 2020Cikmaz, Fulmer, Yaman, & Hand, 2021;Francis, Rivera, Leseaux, Kieffer, & Rivera, 2006; E. N. Lee & Orgill, 2021;Ryoo & Bedell, 2019;Siegel, 2007). Others have suggested avenues focused on universal design (Thompson & Thurlow, 2002).…”

Section: Discussionmentioning

confidence: 99%

The role of language in students’ justifications of scientific phenomena

Deng

Rahmani

Flynn

2022

Preprint

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Making decisions and constructing arguments with scientific evidence and reasoning are essential skills for all members of society, especially in a world facing complex socioscientific issues (climate change, global pandemics, etc.). Argumentation is a complex linguistic practice, but little is known about how students from diverse language backgrounds engage in argumentation. The goal of this study was to identify how students’ English language proficiency/history was associated with the reasoning demonstrated in their written arguments. We found that students with lower English proficiency and less English history produced fewer causal responses compared to students with higher English language proficiency and history. Follow-up interviews with fifteen participants revealed that students’ comfort communicating in English on assessments depended on a combination of general and academic language experiences. Findings suggest a need to identify what barriers students from diverse language backgrounds encounter during argumentation to ensure students from all language backgrounds have equitable opportunities to demonstrate their abilities.

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Section: Discussionmentioning

confidence: 99%

The role of language in students’ justifications of scientific phenomena

Deng

Rahmani

Flynn

2022

Preprint

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“…We view producing high‐quality arguments that consider multiple positions (Nussbaum & Schraw, 2007) through a cycle of construction and critique (Cikmaz et al, 2021; Kuhn, 1993; Yore et al, 2003) belongs to the create level in the revised Bloom's Taxonomy, while making judgments about arguments is at the evaluate level (Anderson & Krathwohl, 2001; Zhao et al, 2021). The E‐SA in this study resonates with the checking sublevel within the evaluate level in Bloom's Taxonomy, as students need to evaluate each SA element based on the provided criteria by implicitly judging the connections between certain elements, however, they do not need to explicate and explain their judgment or to evaluate competing arguments on a controversial topic.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies

Zhang

Browne

2022

J Res Sci Teach

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Argumentation plays a significant role in science as a scientific practice in which knowledge is constructed, evaluated, and modified. Scientific argumentation (SA) is thus a promising activity for students to pursue in order to think and act like scientists and to enhance their understanding of science. Considering the impact that assessments usually have on teaching and their role in understanding students' ability, this study aims to explore the assessment of scientific argumentation competence (SAC) and Chinese high school students' performance and perceptions of SA. This study, therefore, proposes a three-component framework for understanding SAC, including the competencies to identify, evaluate, and generate the SA elements outlined in Toulmin's argument model. Based on this framework, we hypothesize three levels of SAC and develop a test including 22 items to see whether these proposed SAC elements are valid and to what extent they represent students' levels of SAC. An iterative procedure is adopted to develop and validate the assessment instrument, validity evidence is collected from the analysis of teachers' interviews, students' thinkaloud and follow-up interviews, and from confirmatory

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Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn

2022

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Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments

Abstract: Language and argument are epistemic tools that learners can use to help them generate and validate knowledge for themselves, as emphasized in NGSS and previous NRC reports. Not all learning environments

Cited by 12 publications

References 94 publications

The role of language in students’ justifications of scientific phenomena

The role of language in students’ justifications of scientific phenomena

Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies

Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn

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