With PQDT Open, you can read the full text of open access dissertations and theses free of charge.
About PQDT Open
Search
Dissertation/Thesis Abstract
-
Other Available Formats:
-
Full Text - PDF
(2.26 MB)
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 |
