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Dissertation/Thesis Abstract

The Effect of Collaborative Writing of Scientific Arguments on Content Learning and Student Attitudes in Science
by Perez, Carina, M.S., California State University, Long Beach, 2020, 78; 27833172
Abstract (Summary)

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.

Indexing (document details)
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
Subjects: Science education, Middle School education, Educational evaluation, Educational psychology, Educational sociology
Keywords: Argumentation, Collaborative writing, Scientific arguments
Publication Number: 27833172
ISBN: 9798672125145
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