Analysis of Factors That Affect the Nature and Quality of Student Laboratory Argumentation

Autor/inn/en	Petritis, Steven J.; Kelley, Colleen; Talanquer, Vicente
Titel	Analysis of Factors That Affect the Nature and Quality of Student Laboratory Argumentation
Quelle	In: Chemistry Education Research and Practice, 23 (2022) 1, S.257-274 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Persuasive Discourse; Science Process Skills; Laboratory Experiments; Evidence; College Science; Organic Chemistry; Skill Development; Public Colleges; Undergraduate Students + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Laboratory work; Laborarbeit; Evidenz; Organische Chemie; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Previous research on student argumentation in the chemistry laboratory has emphasized the evaluation of argument quality or the characterization of argument structure (i.e., claims, evidence, rationale). In spite of this progress, little is known about the impact of the wide array of factors that impact students' argumentation in the undergraduate laboratory. Building on our previous work involving activity framing, we analyzed student arguments produced following eight experiments that comprise the first semester of a college organic chemistry laboratory. Arguments were characterized by a set of domain-general coding categories that were related to the nature and quality of student arguments. Further, we explored the impact of four laboratory factors on the quality of arguments produced across the eight experiments in the laboratory curriculum. Our analysis revealed no trends on the effect of experiment order or general type on the quality of student arguments; however, the amount and types of data sources as well as the level of scaffolding provided both had an impact on student argument quality. Although the undergraduate laboratory offers a ripe opportunity for students to engage in argument from evidence, laboratory activity involves a complex web of components each with the potential to affect productive and quality sensemaking. Our findings highlight the importance of explicit consideration of various laboratory factors and their impact on how students express their chemical reasoning through written argumentation. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01