Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
The MEL has been utilized in a variety of topics, but not plant reproductive structures. The resource would allow students to form connections between provided scientific text and provided models. The goal is to have students understand the text and connect it to the correct model over the model based on a common misconception.
The study also investigated whether the use of these models would gain student confidence in the area of scientific argumentation. Scientific argumentation is a scientific practice a part of the Next Generation Science Standards that have been adopted by the state of Iowa. The middle school science classroom lacks resources for argumentation in life sciences. The MEL worksheet in this study found to have a significant impact on student’s ability to participate in evidence-based scientific argumentation when assessed using the MEL Argument Rubric created by Bickel and Lombardi (2016) . However, it did not find a significant impact on student confidence using a four point Likert Scale student survey. The purpose of this study was to determine if the Model-Evidence-Link (MEL) chart is a quality resource when teaching scientific argumentation to middle school students.
Year of Submission
2024
Degree Name
Master of Arts
Department
Science Education Program
Department
Department of Earth Science
First Advisor
Kyle Gray
Date Original
2024
Object Description
1 PDF file (47 pages)
Copyright
©2024 Josephine Libby
Language
en
Recommended Citation
Libby, Josephine, "Evaluating the Impact of Model-Evidence-Link Charts in Seventh-Grade Student’s Ability to Engage in Scientific Argumentation over Plant Reproductive Structures" (2024). Graduate Research Papers. 4297.
https://scholarworks.uni.edu/grp/4297
