Term
Summer 8-13-2016
Capstone
Thesis
Degree Name
MAED: NSEE
Primary Advisor/Dissertation Chair
William Lindquist
Secondary Advisor/Reader One
William Ratcliff
Peer-Reviewer/Reader Two
Kate Indrelie
Abstract
The aim of this qualitative research was to explore how students presented reasoned arguments supported by evidence and reasoning after receiving constructivist-based instruction. The author documents the details of the results and uses related research literature to construct meaning and validate constructivist pedagogy and the evidencebased writing instruction. The progress of twenty students’ ability to write a claim, give specific evidence and reasoning was followed throughout the investigation. Three themes emerged from this investigation: students showed a steady trend of intellectual growth over time, students benefitted when they constructed their own learning, and students struggled with written reasoning and connecting reasoning to broader scientific concepts. Students showed overall growth with all students making gains throughout the investigation.
Research Methodology
Action Research, Focus Group, Interview
Keywords
Science, Student Centered Teaching, Evolution Education, Constructivist Based Pedagogy
Recommended Citation
Limberg, Tami Lynn, "Claims, Evidence and Reasoning: A Framework for Evidence-Based Writing on the subject of Evolution" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4195.
https://digitalcommons.hamline.edu/hse_all/4195