Capstone Project Title
Extensive research in science education has underscored the importance of argumentation and discourse as a critical tool for helping students understand the natural world (NGSS Lead States, 2013). Despite these findings, argumentation is used inconsistently across classrooms due to numerous implementation challenges (e.g., limited teacher training, insufficient resources, classroom management difficulties, unique science language and practices). The design and implementation of science argumentation has been further challenged by the growing proportion of English Language Learning students and the shift to online learning, making clear the need for a framework that included support and adaption to both. To address this need, this capstone project sought to address the question How can 3rd - 6th grade educators design and implement science argumentation through a digital medium? To develop the project, current argumentation frameworks, online platforms, multilingual students support, and online teacher feedback were reviewed. Notable findings from this project include the importance of choosing relevant phenomena; utilizing a framework that includes claim, evidence and reasoning; and providing guidelines for how teachers and peers can provide one another feedback. Limitations of the current project and directions for future work are discussed.
Science, Teachers/ Teaching, Argumentation
Melin, Alexandra, "DESIGNING AND IMPLEMENTING ARGUMENTATION THROUGH DIGITAL PLATFORM: A FRAMEWORK FOR BEGINNING 3RD-6TH SCIENCE" (2020). School of Education Student Capstone Projects. 553.
School of Education Student Capstone Projects