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

Included in

Education Commons

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