Exploring the Potential Reflexive Nature of Epistemological Development and Argument-Generation Abilities for Undergraduate Students

• In Event: Issues in College Student Identity and Development

Abstract

This quasi-experimental study compares the epistemological development and argument abilities two groups of undergraduate science students over the course of one semester. One group experienced a traditional approach to laboratory instruction and the other an argumentation-based instructional model, Argument-Driven Inquiry. Neither group experienced a significant shift in their epistemological sophistication, however, the argument based treatment group made significant improvements in the arguments they constructed related to socioscientific issues. The potential reflexive nature of epistemological sophistication and argument generation abilities is discussed as well as implications for instruction in undergraduate laboratory courses and the potential to promote scientific proficiency.

Author

• Jonathon Grooms, Florida State University