Evidence of Accelerated Improvement of Claim-Evidence-Reasoning (CER) Skills with BrainPOP Science: A Case Study of Southeastern Region Districts

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Abstract

This white paper presents a case study conducted in a North Carolina School District to investigate the effectiveness of BrainPOP Science enhancing students' proficiency in constructing scientific arguments, utilizing evidence and reasoning according to the Claim-Evidence-Reasoning (CER) framework. Data were collected at students’ first and fourth CER submissions to explore changes in CER skills over time. Results found significant learning gains between students’ first and fourth overall CER scores. Multivariate analysis found the model was jointly significant for the total score and CER subscores. A significant effect of school was also observed on each of the difference scores for claim, evidence, reasoning for schools B and C, and significant effects of the reasoning difference score for school A.

Authors

• Melissa A. Hogan, BrainPOP

• Yigal Rosen, BrainPOP

• Ilia Rushkin, BrainPOP

• Maneeza Dawood, Stanford University

• Michelle Reicher Newstadt, BrainPOP