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Download Free PDFLower track science students' argumentation and open inquiry instructionRandy Yerrick, Ph.D.

2000, Journal of Research in Science Teaching

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Abstract

The purpose of this study was to examine the effects of open inquiry instruction with low achieving, marginalized high school students. Students with long histories of scholastic failure were asked to participate in question generation, experimental design, and argument construction as a part of their General Science course instruction. Videotapes were collected from daily science instruction, and entrance and exit instruction interviews were conducted using identical open-ended problems. From this dataset, comparisons were made between students' entrance and exit interview responses representing change over time. Shifts in student responses coincided with renegotiated classroom norms for scienti®c discourse. Results are reported for ®ve students in the form of assertions. Students' arguments were observed to shift toward those more consistent with the nature of the scienti®c arguments including: (

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