Examining the Relationship Between the Claim, Evidence, and Reasoning as a Writing Framework and High School Science Achievement

• In Event: Secondary Science Teaching and Learning

Abstract

The purpose of this mixed-methods study was to examine the relationship between science writing and student science achievement and how teachers implement the writing strategy claim, evidence, and reasoning (CER) in their science classrooms. Data were collected from a purposeful sample of 25 Biology, Chemistry, and Physics high school teachers, along with their corresponding students, from a large urban school district located in southeast Texas. This study provided significant results of students' achievement in science by the implementation of writing CER in science classrooms. Nine teachers participated in the semi-structured interviews regarding the implementation of the CER writing framework in their science classrooms. Interviewees' responses revealed that teachers showed positive perceptions regarding CER, CER training, and its implementation in science classrooms.

Authors

• Muhammad Abid, Houston Independent School District

• Michelle L. Peters, University of Houston - Clear Lake

• Amy Orange, self-employed

• Brenda Weiser, University of Houston - Clear Lake