Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry

International Journal of Science Education

Volumn 34, Issue 10, 2012, Pages 1443-1485

  Sampson, Victor ^a   Walker, Joi Phelps ^b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b Tallahassee Community College   (United States)

Author keywords

Argument; Chemistry education; Laboratory; Learning activities; Writing in science

Indexed keywords

EID: 84863822591     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500693.2012.667581     Document Type: Article

References (62)

1. Anderson, C. 2007. "Perspectives on science learning". In Handbook of research in science education, Edited by: Abell, S. K. and Lederman, N. 3-30. Mahwah, NJ: Lawrence Erlbaum Associates.
2. Armstrong, N., Wallace, C. and Chang, S.-M. 2008. Learning from writing in college biology. Research in Science Education, 38(4): 483-499.
3. Bazerman, C. 1988. Shaping written knowledge: The genre and activity of the experimental article in science, Madison, WI: University of Wisconsin Press.
4. Bell, P. and Linn, M. C. 2000. Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8): 797-818.
5. Bereiter, C. and Scardamalia, M. 1987. The psychology of written composition, Hillsdale, NJ: Lawrence Erlbaum Associates.
6. Berkenkotter, C. and Huckin, T. 1995. Genre knowledge in disciplinary communication: Cognition/culture/power, Mahwah, NJ: Lawrence Erlbaum.
7. Bogdan, R. and Biklen, S. 1992. Qualitative research for education: An introduction to theory and methods, Boston, MA: Allyn and Bacon.
8. Brillhart, L. and Debs, M. 1981. Teaching writing-a scientist's responsibility. Journal of College Science Teaching, 10(5): 303-304.
9. Burke, K., Greenbowe, T. and Hand, B. 2006. Implementing the scientific writing heuristic in the chemistry laboratory. Journal of Chemical Education, 83(7): 1032-1038.
10. Carlsen, W. S. 2007. "Language and science learning". In Handbook of research on science education, Edited by: Abell, S. K. and Lederman, N. 57-74. Mahwah, NJ: Lawrence Erlbaum Associates.
11. Carter, M. 2007. Ways of knowing, doing, and writing in the disciplines. College Composition and Communication, 58(3): 385-418.
12. Carter, M., Ferzli, M. and Wiebe, E. 2007. Writing to learn by learning to write in the disciplines. Journal of Business and Technical Communication, 21: 278-302.
13. Driver, R., Asoko, H., Leach, J., Mortimer, E. and Scott, P. 1994. Constructing scientific knowledge in the classroom. Educational Researcher, 23: 5-12.
14. Ellis, R. 2004. University student approaches to learning science through writing. International Journal of Science Education, 26(15): 1835-1853.
15. Erduran, S. 2008. "Methodological foundations in the study of argumentation in science classrooms". In Argumentation in science education: Perspectives from classroom-based research, Edited by: Erduran, S. and Jimenez-Aleixandre, M. 47-69. Dordrecht: Springer Academic Publishers.
16. Fallahi, C., Wood, R., Austad, C. and Fallahi, H. 2006. A program for improving undergraduate psychology students' basic writing skills. Teaching of Psychology, 33(3): 171-175.
17. Flynn, E., McCulley, G. and Gratz, R. 1986. "Writing in biology: Effects of peer critiquing and analysis of models on the quality of biology laboratory reports". In Writing across the disciplines: Research into practice, Edited by: Young, A. and Fulwiler, T. 160-175. Upper Montclair, NJ: Boynton/Cook.
18. Ford, M. 2008. Disciplinary authority and accountability in scientific practice and learning. Science Education, 92(3): 404-423.
19. Galbraith, D. and Rijlaarsdam, G. 1999. Effective strategies for the teaching and learning of writing. Learning and Instruction, 9: 93-108.
20. Gerdeman, R., Russell, A. and Worden, K. 2007. Web-based student writing and reviewing in a large biology lecture course. Journal of College Science Teaching, 36(5): 46-52.
21. Green, S. B. and Salkind, N. J. 2005. Using SPSS for Windows and Macintosh: Analyzing and understanding data, 4, Upper Saddle River, NJ: Pearson-Prentice Hall.
22. Guilford, W. 2001. Teaching peer review and the process of scientific writing. Advances in Physiology Education, 25: 167-175.
23. Halliday, M. and Martin, J. 1993. Writing science: Literacy and discursive power, London: Taylor & Francis.
24. Hand, B. and Choi, A. 2010. Examing the impact of student use of multiple modal representations in constructing arguments on organic chemistry laboratory classes. Research in Science Education, 40(1): 29-44.
25. Hand, B. and Prain, V. 2006. Moving from border crossing to convergence of perspectives in language and science literacy research and practice. International Journal of Science Education, 28(2-3): 101-107.
26. Indrisano, R. and Paratore, J. 2005. Learning to write and writing to learn: Theory and research in practice, Edited by: Indrisano, R. and Paratore, J. Newark, DE: International Reading Association.
27. Jerde, C. and Taper, M. 2004. Preparing undergraduates for professional writing. Journal of College Science Teaching, 33(7): 34-37.
28. Kelly, G. 2007. "Discourse in science classrooms". In Handbook of research on science education, Edited by: Abell, S. K. and Lederman, N. 443-469. Mahwah, NJ: Lawrence Erlbaum Associates.
29. Kelly, G. J. and Bazerman, C. 2003. How students argue scientific claims: A rhetorical-semantic analysis. Applied Linguistics, 24(1): 28-55.
30. Kelly, G.J., Bazermann, C., Skukauskaite, A., & Prothero, W. (2002). Rhetorical features of student scientific writing in introductory university oceanography. Paper presented at the International conference of Ontological, Epistemological, Linguistics and Pedagogical Considerations of Language and Science Literacy: Empowering Research and Informing Instruction.
31. Kelly, G., Regev, J. and Prothero, W. 2008. "Analysis of lines of reasoning in written argumentation". In Argumentation in science education: Perspectives from classroom-based research, Edited by: Erduran, S. and Jimenez-Aleixandre, M. 137-157. Dordreht: Springer Academic Publishers.
32. Kelly, G. J. and Takao, A. 2002. Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing. Science Education, 86(3): 314-342.
33. Landis, J. and Koch, G. 1977. The measurement of observer agreement for categorical data. Biometrics, 33: 159-174.
34. Latour, B. 1987. Science in action: How to follow scientists and engineers through society, Cambridge: Harvard University Press.
35. Lawson, A. 2002. Sound and faulty arguments generated by preservice biology teachers when testing hypotheses involving unobservable entities. Journal of Research in Science Teaching, 39(3): 237-252.
36. Lawson, A. 2003. The nature and development of hypothetico-predictive argumentation with implications for science teaching. International Journal of Science Education, 25(11): 1387-1408.
37. Lemke, J. 1990. Talking science: Language, learning, and values, Norwood, NJ: Ablex.
38. McClure, C. 2009. Introducing scientific writing to students early in their academic careers. Journal of College Science Teaching, 38(6): 20-23.
39. McNeill, K. L. and Krajcik, J. 2007. "Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations". In Thinking with data: The proceedings of 33rd Carnegie Symposium on Cognition, Edited by: Lovett, M. and Shah, P. 233-265. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
40. McNeill, K. L., Lizotte, D. J., Krajcik, J. and Marx, R. W. 2006. Supporting students' construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15(2): 153-191.
41. Osborne, J., Erduran, S. and Simon, S. 2004. Enhancing the quality of argumentation in science classrooms. Journal of Research in Science Teaching, 41(10): 994-1020.
42. Poock, J., Burke, K., Greenbowe, T. and Hand, B. 2007. Using the scientific writing heuristic in the general chemistry laboratory to improve students academic performance. Journal of Chemical Education, 84: 1371-1378.
43. Powell, A. 1985. A chemist's view of writing, reading, and thinking across the curriculum. College Composition and Communication, 36(4): 414-418.
44. Pratt, H. and Pratt, N. 2004. "Integrating science and literacy instruction with the common goal of learning science content". In Crossing borders in literacy and science instruction: Perspectives on theory and practice, Edited by: Saul, W. 395-405. Newark, DE: International Reading Association.
45. Reynolds, J. and Vogel, S. 2007. Precisely! A writing exercise for science and engineering classes. Journal of College Science Teaching, 36(5): 30-33.
46. Rijlaarsdam, G., Couzijn, M., Janssen, T., Braaksma, M. and Kieft, M. 2006. Writing experimental manuals in science education: The impact of writing genre and audience. International Journal of Science Education, 28(2-3): 203-234.
47. Robinson, R. 2001. An application to increase student reading and writing skills. American Biology Teacher, 63(7): 474-480.
48. TM: A writing and critical-thinking instructional tool". In Invention and impact: Building excellence in undergraduate science, technology, engineering and mathematics (STEM) education, 67-72. Washington, DC: American Association for the Advancement of Science.
49. Sampson, V. and Clark, D. 2008. Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3): 447-472.
50. Sampson, V., Grooms, J. and Walker, J. 2011. Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2): 212-257.
51. Sandoval, W. A. and Reiser, B. J. 2004. Explanation driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3): 345-372.
52. Saul, E. W. 2004. Crossing borders in literacy and science instruction: Perspectives on theory and practice, Edited by: Saul, E. W. Arlington, VA: NSTA Press.
53. Scott, P. H., Asoko, H. and Leach, J. 2007. "Students conceptions and conceptual learning in science". In Handbook of research in science education, Edited by: Abell, S. K. and Lederman, N. 31-56. Mahwah, NJ: Lawrence Erlbaum Associates.
54. Sorrell, J. 1991. The composing process of nursing students in writing nurses. Journal of Nursing Education, 30(4): 162-167.
55. Sunderwirth, S. 1993. Required writing in freshman chemistry courses. Journal of Chemical Education, 70(6): 474-475.
56. Tishman, S. and Perkins, D. N. 1997. The language of thinking. Phi Delta Kappan, 78(5): 368-374.
57. Walker, J., Sampson, V., & Zimmerman, C. (2011). Argument-Driven Inquiry: An introduction to a new instructional model and how it can be used in undergraduate chemistry labs. Journal of Chemical Education, 88(8), 1048-1056.
58. Wallace, C., Hand, B. and Prain, V. 2004. Writing and learning in the science classroom, Edited by: Wallace, C., Hand, B. and Prain, V. Boston, MA: Kluwer Academic Publishers.
59. Walvoord, M., Hoefnagels, M., Gaffin, D., Chemchal, M. and Long, D. 2008. An analysis of calibrated peer review (CPR) in a science lecture classroom. Journal of College Science Teaching, 37(4): 66-73.
60. Yager, R. E. 2004. "Science is not written, but it can be written about". In Crossing borders in literacy and science instruction: Perspectives on theory and practice, Edited by: Saul, W. 95-107. Newark, DE: International Reading Association.
61. Yore, L. 2004. "Why do future scientists need to study the language arts?". In Crossing borders in literacy and science instruction: Perspectives on theory and practice, Edited by: Saul, W. 71-94. Newark, DE: International Reading Association.
62. Yore, L., Bisanz, G. and Hand, B. 2003. Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6): 689-725.