Longitudinal analysis of standardized test scores of students in the science writing heuristic approach

Chanlen, Niphon

doi:10.17077/etd.wyhaht63

Cited by 4 publications

(7 citation statements)

References 62 publications

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“…Bilim öğrenme ortamları, anlamlı ve kalıcı öğrenmeyi desteklemek için, dil kullanımını teşvik eden (Prian & Hand, 2016) ve argümantasyon temelli yoğun diyalog içeren (Mercier & Sperber, 2011) ortamlar şeklinde dizayn edilmelidir. Böyle ortamların farklı başarı düzeyindeki öğrencilerin öğrenmesini teşvik ederek, alt düzey öğrencilerin öğrenme seviyesini artırdığı ve başarı farkını azalttığı araştırmalarla ortaya koyulmuştur (Chanlen, 2013). Bilimin gelişimi, belirli bir disiplindeki bilim insanlarının bilimsel müzakereler yapabildiği diyalog ortamlarında gerçekleşir.…”

Section: öğRenme Ortamlarının Kompleks Yapısıunclassified

Teoriden Uygulamaya Argümantaston Tabanlı Bilim Öğrenme (ATBÖ) Yaklaşımı: Kimya Laboratuvarlarında Uygulama Örneği

Yaman

Cikmaz

Sahin

et al. 2019

Trakya Eğitim Dergisi

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Bu çalışmanın amacı, Argümantasyon Tabanlı Bilim Öğrenme yaklaşımını (ATBÖ) teorik olarak açıklamak, yazılı ve sözlü argümanların nasıl gerçekleştiğini örnek bir uygulama üzerinden göstermeye çalışmaktadır. Bu bağlamda, fen öğrenmede bilimsel bilginin oluşturulması sürecinde dilin etkin bir şekilde nasıl kullanıldığı, yazılı ve sözlü argümantasyonların nasıl oluşturulduğu ve öğrenme ortamlarının bunlara nasıl bir katkı sağladığı açıklanmıştır. Ayrıca, ATBÖ yaklaşımının argüman fazı genel kimya laboratuvalarında kimyasal denge konusu örnek alınarak detaylı bir şekilde açıklanmaya çalışılmıştır. Yapılan örnek açıklamalar neticesinde, bu yöntemi uygulamak isteyen araştırmacı ve öğretmenlere çeşitli önerilerde bulunulmuştur.

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Section: öğRenme Ortamlarının Kompleks Yapısıunclassified

Teoriden Uygulamaya Argümantaston Tabanlı Bilim Öğrenme (ATBÖ) Yaklaşımı: Kimya Laboratuvarlarında Uygulama Örneği

Yaman

Cikmaz

Sahin

et al. 2019

Trakya Eğitim Dergisi

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“…Published reviews of over four decades of research reveal that concept mapping is a powerful tool for science learning and is more beneficial than many instructional strategies (Adesope & Nesbit, 2009, 2013Can˜as et al, 2003). In a meta-analysis, Nesbit and Adesope (2006) found that under different instructional conditions, settings, and experimental features, constructing or studying concept maps produced increased retention and transfer of scientific knowledge compared with control conditions in which learners worked with text passages, outlines, lists, or lectures.…”

Section: Learning With Concept Mapsmentioning

confidence: 99%

“…Similarly, work on the Science Writing Heuristic has illustrated that text can be leveraged as resources in student-led inquiry investigations (Keys, Hand, Prain, & Collins, 1999). Recent work by Hand and colleagues has demonstrated positive impacts on language arts skills, critical thinking skills, and science knowledge (Chanlen, 2013). These findings were enhanced by Jang (2011) who supported students reading through explicit prompts.…”

Section: Introductionmentioning

confidence: 99%

Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

Adesope

Cavagnetto

Hunsu

et al. 2016

Journal of Educational Computing Research

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This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links. Refutational texts are designed specifically to elicit common misconceptions that learners typically hold about a particular topic, directly refute the misconceptions, and present scientific explanations as compelling alternatives. Expository scientific texts consist of texts that are written specifically to present correct scientific information. Sixty-seven participants were randomly assigned to study one of three computer-based presentations on climate change. The dependent measures were tests of free recall and transfer. The concept map group significantly outperformed the refutational and scientific text groups on both free recall and transfer tests. Practical and theoretical implications of these findings are discussed.

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“…Through argumentative discourse, students are better positioned to be constructors, evaluators, and critics of knowledge (NGSS Lead States, 2013). Research with older children (3 rd grade and higher) indicates that using instructional practices which encourage communication, argumentation, and active participation in learning about science promotes significant gains not only in science standardized test scores but also in reading and math (Chanlen, 2013). This position on learning blends well with an argument based investigation (ABI).…”

Section: Next Generation Science Standardsmentioning

confidence: 99%

“…Research has shown that students immersed in some argument based learning environments, featuring multiple modes of expression and significant opportunities for knowledge construction, have shown gains in scientific literacy (Cavagnetto, 2010). Instructional practices that encourage communication, argumentation, and active participation in learning about science promotes significant gains not only in science standardized test scores but also in reading and math for children in 3 rd grade and above (Chanlen, 2013). As a consequence, learning about science requires that young children engage in informational text reading, investigate firsthand the topics encountered in the text, and dialogue with teacher and peers about these inquiry efforts (Hapgood & Pallinscar, 2007).…”

Section: Informational Textmentioning

confidence: 99%

The impact of argument-based learning environments on early learners multimodal representations

Neal¹

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Science instruction in the early grades occurs infrequently, has been declining, and is often displaced in favor of literacy and math instruction. Coupled with U.S. students' continued mediocrity in science test led to a major overhaul of the science education standards, culminating with the Next Generaton Science Standards. This study focuses on the early grades where inadequate instruction in science is linked to negative attidutes and performance that persist across students' educational careers. The new standards provides an opportunity to investigage the impact of using an argument-based inquiry (ABI) approach on young children's scientific representational competencies as indexced by their ability to effectively convey their understanding of science knowledge in a multimodal summary writing task. The purpose of this dissertation is to examine science learning in K-2 nd grade in two studies, contrasting students who participated in argument-based inquiry (ABI) classrooms with those who participated in traditional science classrooms. At the conclusion of a science unit, students produced a summary writing assignment each spring to communicate their understanding of a particular science topic. A coding scheme was developed and validated to examine students' multimodal representational skills as indexed by their use of informational text features (i.e., Illustrations, Text Devices, Graphic Devices). Heirerarchical Linear Modeling (HLM) was used to asses growth within these features across time and in relation to teacher and child ABI experience was examined. All students' use of these features grew significantly across the project period and, for Illustrations and Text Devices, grew faster with each additional year of student ABI experience. The quality of teacher implementation as indexed by their years implementing ABI predicted more use and faster growth rates beyond those associated with child ABI experience. The influence of child and teacher ABI experience interacted significantly for Text Devices indicating that at least 18iv 24 months of experience by both were necessary to accelerate growth rates. Adoption of immersive ABI-learning environments in K-2 nd grade classrooms significantly and positively impacted student multimodal representational competence.

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Longitudinal analysis of standardized test scores of students in the science writing heuristic approach

Cited by 4 publications

References 62 publications

Teoriden Uygulamaya Argümantaston Tabanlı Bilim Öğrenme (ATBÖ) Yaklaşımı: Kimya Laboratuvarlarında Uygulama Örneği

Teoriden Uygulamaya Argümantaston Tabanlı Bilim Öğrenme (ATBÖ) Yaklaşımı: Kimya Laboratuvarlarında Uygulama Örneği

Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

The impact of argument-based learning environments on early learners multimodal representations

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