A microgenetic classroom study of learning to reason scientifically through modeling and argumentation

Clark A. Chinn, Richard Alan Duschl, Ravit Golan Duncan, Luke A. Buckland, William J. Pluta

Research output: Contribution to journalConference article

9 Scopus citations

Abstract

We report on a large study of how U.S. middle-school students learned to reason scientifically in a science curriculum centered around models and argumentation. We discuss the design of our curriculum, the method of the study, and present selected results related to overall curriculum effects and to methods of promoting growth in students' reasoning.

Original languageEnglish (US)
Pages (from-to)14-15
Number of pages2
JournalComputer-Supported Collaborative Learning Conference, CSCL
Issue numberPART 3
StatePublished - Dec 1 2008
EventInternational Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands
Duration: Jun 23 2008Jun 28 2008

All Science Journal Classification (ASJC) codes

  • Human-Computer Interaction
  • Education

Fingerprint Dive into the research topics of 'A microgenetic classroom study of learning to reason scientifically through modeling and argumentation'. Together they form a unique fingerprint.

  • Cite this