How Does Content Knowledge Predict Ability to Engage in Scientific Argumentation?

• In Event: Research in Science Learning and Teaching

Abstract

Three-dimensional science instruction advocates for classroom contexts that place equal emphasis on science content, crosscutting concepts, and science practices. This instructional change requires a shift away from content first approaches. Such a shift can be problematic for educators that insist that strong content understanding is necessary for students to engage in complex practices. This study addresses the connection between students’ science content knowledge and their ability to engage in the practice of scientific argumentation. Results from this study demonstrate that students can make significant gains in content knowledge and ability to engage in science practices simultaneously. Furthermore, this study indicates that there is no correlation between students’ content knowledge and their ability to engage in the practice of scientific argumentation.

Author

• Jonathon Grooms, The George Washington University