The Development of Science Proficiency in High School Chemistry Students Engaged in Argument-Focused Instruction

• In Event: Perspectives on Students

Abstract

An innovative instructional model focused on the development of scientific arguments was implemented in several high school chemistry classes for an entire year. The model endeavors to develop and enhance students’ science proficiency, necessitating multiple assessments. The research employed assessments designed for measuring changes in students’ abilities to know and use scientific content, write in a scientific manner, design scientific investigations and develop arguments and explanations, and understanding the nature of scientific knowledge. Results indicate that the new instructional model was successful in developing some aspects of students’ science proficiency. The findings also demonstrate that typical measures of science achievement are not able to capture changes in some aspects of proficiency when compared with assessments designed to do so.

Authors

• Patrick James Enderle, Florida State University

• Jonathon Grooms, Florida State University

• Kiesha Williams, Florida State University