A microgenetic classroom study of learning to reason scientifically through modeling and argumentation

Clark A. Chinn; Richard A. Duschl; Ravit Golan Duncan; Luke A. Buckland; William J. Pluta

A microgenetic classroom study of learning to reason scientifically through modeling and argumentation

Clark A. Chinn, Richard A. Duschl, Ravit Golan Duncan, Luke A. Buckland, William J. Pluta

Curriculum & Instruction

Research output: Contribution to journal › Conference article › peer-review

12 Scopus citations

Abstract

We report on a large study of how U.S. middle-school students learned to reason scientifically in a science curriculum centered around models and argumentation. We discuss the design of our curriculum, the method of the study, and present selected results related to overall curriculum effects and to methods of promoting growth in students' reasoning.

Original language	English (US)
Pages (from-to)	14-15
Number of pages	2
Journal	Computer-Supported Collaborative Learning Conference, CSCL
Issue number	PART 3
State	Published - 2008
Event	International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands Duration: Jun 23 2008 → Jun 28 2008

All Science Journal Classification (ASJC) codes

Human-Computer Interaction
Education

Cite this

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title = "A microgenetic classroom study of learning to reason scientifically through modeling and argumentation",

abstract = "We report on a large study of how U.S. middle-school students learned to reason scientifically in a science curriculum centered around models and argumentation. We discuss the design of our curriculum, the method of the study, and present selected results related to overall curriculum effects and to methods of promoting growth in students' reasoning.",

author = "Chinn, {Clark A.} and Duschl, {Richard A.} and Duncan, {Ravit Golan} and Buckland, {Luke A.} and Pluta, {William J.}",

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language = "English (US)",

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T1 - A microgenetic classroom study of learning to reason scientifically through modeling and argumentation

AU - Chinn, Clark A.

AU - Duschl, Richard A.

AU - Duncan, Ravit Golan

AU - Buckland, Luke A.

AU - Pluta, William J.

PY - 2008

Y1 - 2008

N2 - We report on a large study of how U.S. middle-school students learned to reason scientifically in a science curriculum centered around models and argumentation. We discuss the design of our curriculum, the method of the study, and present selected results related to overall curriculum effects and to methods of promoting growth in students' reasoning.

AB - We report on a large study of how U.S. middle-school students learned to reason scientifically in a science curriculum centered around models and argumentation. We discuss the design of our curriculum, the method of the study, and present selected results related to overall curriculum effects and to methods of promoting growth in students' reasoning.

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M3 - Conference article

AN - SCOPUS:84880431445

SN - 1573-4552

SP - 14

EP - 15

JO - Computer-Supported Collaborative Learning Conference, CSCL

JF - Computer-Supported Collaborative Learning Conference, CSCL

IS - PART 3

T2 - International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008

Y2 - 23 June 2008 through 28 June 2008

ER -

A microgenetic classroom study of learning to reason scientifically through modeling and argumentation

Abstract

All Science Journal Classification (ASJC) codes

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