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Title: A Comparison of Refutational and Rhetorical Aspects in Science Arguments by Grade Level
Authors: Cavera, Veronica L.
El-Moslimany, Hebbah
Duncan, Ravit Golan
Chinn, Clark A.
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Cavera, V. L., El-Moslimany, H., Duncan, R. G., & Chinn, C. A. (2022). A comparison of refutational and rhetorical aspects in science arguments by grade level. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 504-511). International Society of the Learning Sciences.
Abstract: Engaging students in the process of argumentation supports student understanding of scientific knowledge. We present a comparison of arguments from 7th and 11th grade biology students from modeling tasks using an argumentation framework to investigate differences in student approaches during two comparative tasks. While students at both grade levels constructed arguments that contained multiple reasons and epistemic ideals, we identified differences in rhetorical statements and refutational strategies by grade level. High school students attended to the underlying model-evidence relationship to explore differences between competing models and to make comparisons and refute the competing model at higher instances than middle schoolers. Refutational strategies by high schoolers connected multiple pieces of evidence, or made connections between provided models and evidence, while middle schoolers made use of epistemic ideals to refute a competing model. These differences are discussed in conjunction with implications for design.
Description: Long Paper
Appears in Collections:ISLS Annual Meeting 2022

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