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|Title:||Differences in Rhetorical and Refutational Argument Complexity by Grade Level|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Cavera, V., El-Moslimany, H., Duncan, R., & Chinn, C. (2020). Differences in Rhetorical and Refutational Argument Complexity by Grade Level. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 533-536). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Engaging students in argumentation encourages a productive understanding of scientific knowledge. In order to investigate arguments at different grade levels, we present a comparison of arguments from 7th and 11th grade biology students from similarly structured modeling assessments using an argumentation framework. We note that while students at both levels constructed arguments, differences arose in the kinds of rhetorical statements and refutational strategies. We discuss these differences in conjunction with scaffolding and implications for design.|
|Appears in Collections:||ICLS 2020|
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