The Effect of Argumentative Writing on Achievement in College General Chemistry for Non–Science Major Students

• In Event: 64.035 - Research on Learning About and Engaging in Scientific Practices

Abstract

The purpose of this study aimed to examine a chemistry course for Non-science College majors that includes argumentative writing assignments where students responded a scaffold prompt of different chemistry topics. Argumentative writing have shown positive effects in students’ scientific communication. Our study focused on students’ quality of their writing argumentation to be associate with their chemistry achievement. For addressing our research questions about chemistry achievement and quality of their argumentative writing correlation regression was conducted. Students’ perception of the relevance of the writing assignment to their learning were assessed using a questionnaire. Results indicate that argumentative writing promoted students’ chemistry learning and helped them to develop their argumentative skills. Implications of this pedagogy for chemistry teaching and learning are discussed.

Authors

• Claudia Patricia Aguirre-Mendez, Emporia State University

• Ying-Chih Chen, Arizona State University

• Ratrapee Techawitthayachinda, Arizona State University

• Takeshi Terada, Arizona State University