The Development of Science Proficiency Through Argument-Focused Lab Instruction in High School Biology

• In Event: Cognitive Process and Science Learning

Abstract

An innovative instructional model focused on the development of scientific arguments was implemented in several high school biology classes for an entire year. The model endeavors to develop and enhance students’ science proficiency, necessitating multiple assessments. The assessments used in this study aimed at measuring students’ abilities to know and use scientific content, write in a scientific manner, design scientific investigations and develop explanations, and understanding the nature of scientific knowledge. Results indicate that the new instructional model was successful in developing some aspects of students’ science proficiency. Typical measures of science achievement are not able to capture changes in some aspects of proficiency when compared with more complex assessments.

Authors

• Victor Dale Sampson, Florida State University

• Melanie Hester, Florida State University Schools

• Patrick James Enderle, Florida State University