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.
|Commitee:||Gomez Zwiep, Susan, Martin, Lisa|
|School:||California State University, Long Beach|
|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|
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