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45.027 - Supporting Elementary and Middle School Students to Write Scientific Explanations
Sun, April 7, 9:55 to 11:25am, Sheraton Centre Toronto Hotel, Floor: Lower Concourse, Sheraton Hall ESession Type: Structured Poster Session
Abstract
For more than a decade, researchers have been highlighting the power of students writing scientific explanations (Sandoval, 2003; Zembal-Saul, McNeill, & Hershberger, 2013). As an increasing number of states have adopted the Next Generation Science Standards, with “constructing explanations” emphasized as one of eight scientific practices, vast numbers of elementary and middle school teachers are looking for effective ways of supporting young students in this form of writing. Researchers in this session, from institutions across the country, are trying to operationalize the new science standards and their focus on constructing explanations. This session will feature current research on interventions developed by projects working in a variety of contexts and at different grade levels.
Sub Unit
Chair
Papers
1. Second-Grade Students' Use of Written Explanations in the Context of Model-Based Inquiry - Ala Samarapungavan, Purdue University; Lynn A. Bryan, Purdue University; Jamison Wills, Purdue University
2. Mediating Science Explanations With Linguistic Tools in Oral Discussions Supports English Learner Written Explanations - Zenaida Aguirre-Munoz, University of Houston
3. Analysis of Elementary Students Applying Three-Dimensional Science Learning to Construct Explanations in Project-Based Learning - Samuel Severance, Michigan State University
4. Integrating Claim-Evidence-Reason Supports for the Writing of Scientific Explanations With Fourth Graders - Gabriel Philip DellaVecchia, University of Michigan - Ann Arbor; Kathleen Easley, University of Michigan - Ann Arbor; Meredith Baker Marcum, University of Michigan - Ann Arbor; Miranda Fitzgerald, University of North Carolina - Charlotte; Annemarie S. Palincsar, University of Michigan
5. Supporting Scientific Process Writing in a Fifth-Grade Student-Directed Inquiry Project - Katarina Nicole Silvestri, SUNY - College at Cortland
6. The Role of Register Features of Description and Explanation to Support Students' Reasoning as They Engage in Engineering Design - Patricia C. Paugh, University of Massachusetts - Boston; Kristen Wendell, Tufts University
7. Examining the Generalizability of an Automated Scoring Method and Identifying Student Difficulties With Scientific Explanations - Rachel Fallon Dickler, Rutgers University; Haiying Li, Rutgers University; Janice Gobert, Rutgers University