The Effectiveness of Argumentation in Fostering Science for All: Examining the Effects of Challenging Instruction in Biology Laboratories

• In Event: Equity, Diversity, and Science Education

Abstract

A quasi-experimental study was conducted to answer to the research question, what is the effect of structuring biology laboratories around argumentation on the development of science proficiencies for students from different achievement groups? Student learning was examined in the context of an instructional model emphasizing argumentation (Argument Driven Inquiry) in comparison to traditional, verification laboratories. Four biology teachers from two schools participated and student learning was assessed at the beginning and end of the school year using three instruments. Statistical analyses revealed that argumentation is effective for supporting the learning of students from all achievement levels, and indeed for some measures this instruction helps to close the achievement gaps between lower performing students and their higher performing peers.

Authors

• Sherry A. Southerland, Florida State University

• Anna Strimaitis, Florida State University

• Patrick James Enderle, The University of Texas - Austin

• Jonathon Grooms, Florida State University

• Victor Dale Sampson, The University of Texas - Austin