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In this study, students were asked to write scientific arguments individually and write scientific arguments collaboratively over the course of two instructional units. Student learning was assessed through an end-of-unit assessment where average student scores were compared to find a difference between learning when writing arguments individually or in a group. Student attitudes towards science were also recorded using the Attitudes Towards Science in School questionnaire in order to note any changes in attitudes as a result of writing collaboratively or individually. The results from this study showed that working collaboratively did not affect student content learning or student attitudes towards science.
| Advisor: | Colburn, Alan |
| Commitee: | Gomez Zwiep, Susan, Martin, Lisa |
| School: | California State University, Long Beach |
| Department: | Science Education |
| School Location: | United States -- California |
| Source: | MAI 82/3(E), Masters Abstracts International |
| Source Type: | DISSERTATION |
| Subjects: | Science education, Middle School education, Educational evaluation, Educational psychology, Educational sociology |
| Keywords: | Argumentation, Collaborative writing, Scientific arguments |
| Publication Number: | 27833172 |
| ISBN: | 9798672125145 |
