Explicitly Teaching Scientific Argumentation: Using Action Research to Study High School Science Readiness and Detracking

Autor/in	LeFevre, Ami
Titel	Explicitly Teaching Scientific Argumentation: Using Action Research to Study High School Science Readiness and Detracking
Quelle	(2019), (264 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Loyola University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-8890-8
Schlagwörter	Hochschulschrift; Dissertation; Direct Instruction; Persuasive Discourse; Track System (Education); Secondary School Science; Science Instruction; Communities of Practice; Action Research; Educational Practices; Student Improvement; High School Students; High School Teachers; Research and Development; Theory Practice Relationship; Advanced Courses; Readiness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Persuasion; Persuasive Kommunikation; Leistungsgruppe; Leistungsdifferenzierung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community; Projektforschung; Bildungspraxis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Fortgeschrittenenunterricht
Abstract	Access to advanced-level science courses can be difficult for those students who start in a tracked system. Tracking is an educational practice where students are assigned to different classes based on ability level. African American and Hispanic students are most at risk since most minority students are found in the lower level track (Burris, 2014; Mehan, 2015; Oakes, 2005). This investigation used an action research approach to determine how explicitly taught elements of scientific argumentation would impact student mastery of argument skills and influence instructional practices by a professional learning community. A mixed method study was used to collect qualitative and quantitative data. Action research was conducted to answer the research questions. During the action research study data was continuously collected and analyzed to make decisions about improvements to instructional practices. The findings revealed how the process of action research influenced instructional practices, and improved written and verbal understanding of elements of argument. The results of this study added to science education research related to scientific argumentation in the science classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01