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A Phenomenological Study of Science ...

Fox, Maria.

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A Phenomenological Study of Science Teachers Experiences with an Argumentation Scaffold in the Northeast United States.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Study of Science Teachers Experiences with an Argumentation Scaffold in the Northeast United States./
Author:	Fox, Maria.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	143 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Science education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28023543
ISBN:	9798662451148

A Phenomenological Study of Science Teachers Experiences with an Argumentation Scaffold in the Northeast United States.
Fox, Maria.

A Phenomenological Study of Science Teachers Experiences with an Argumentation Scaffold in the Northeast United States. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 143 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

Next Generation Science Standards (NGSS) endorses the use of formats to engage students by scaffolding and facilitating scientific dialogue, that is equitable and rigorous. Familiarizing students with the claim, evidence, reasoning (CER) framework have been shown to have positive results on the ability of students to develop argumentation skills. This study utilized Vygotsky constructivist theory as a framework to consider utilizing a CER scaffold to address the needs of all students to develop science content and skills related to argumentation. The purpose of this qualitative phenomenological study was to explore middle school teacher experiences with a CER scaffold for argumentation instruction in a northeastern U.S. middle school. The problem that was addressed in this study is that middle school students with various language abilities have difficulty accomplishing the skill of argumentation in science. Qualitative interview data was collected using an open-ended questionnaire post-intervention to discover and understand teachers' experiences related to the impact of a CER scaffold on student argumentation abilities. A final sample of 12 middle school science teachers were interviewed. NVivo software was used to analyze data from the interviews and coded to classify themes. Nine major themes emerged from the interview data and were used to respond to the research questions. Based on the results, recommendations for practice where made in three areas; improved and consistent professional development to support science teachers in negotiating the huge shifts in pedagogical and science content; the implementation of explicit methods of instructions when using a CER to enable students to locate and interpret evidence; and improved process consistency and simplification, more hands-on experimentation, improved curriculum resources, and special education and ESL staff collaboration. Additionally, recommendations for future research where made in two areas; exploring the impact of teacher professional on the ability of diverse groups of students to improve and attain argumentation skills in science class; and exploring the impact of materials and instructional interventions to engage and develop NGSS argumentation skills on the ability of diverse groups of students to improve and attain argumentation skills.

ISBN: 9798662451148Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Argumentation scaffold

A Phenomenological Study of Science Teachers Experiences with an Argumentation Scaffold in the Northeast United States.
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520 $a Next Generation Science Standards (NGSS) endorses the use of formats to engage students by scaffolding and facilitating scientific dialogue, that is equitable and rigorous. Familiarizing students with the claim, evidence, reasoning (CER) framework have been shown to have positive results on the ability of students to develop argumentation skills. This study utilized Vygotsky constructivist theory as a framework to consider utilizing a CER scaffold to address the needs of all students to develop science content and skills related to argumentation. The purpose of this qualitative phenomenological study was to explore middle school teacher experiences with a CER scaffold for argumentation instruction in a northeastern U.S. middle school. The problem that was addressed in this study is that middle school students with various language abilities have difficulty accomplishing the skill of argumentation in science. Qualitative interview data was collected using an open-ended questionnaire post-intervention to discover and understand teachers' experiences related to the impact of a CER scaffold on student argumentation abilities. A final sample of 12 middle school science teachers were interviewed. NVivo software was used to analyze data from the interviews and coded to classify themes. Nine major themes emerged from the interview data and were used to respond to the research questions. Based on the results, recommendations for practice where made in three areas; improved and consistent professional development to support science teachers in negotiating the huge shifts in pedagogical and science content; the implementation of explicit methods of instructions when using a CER to enable students to locate and interpret evidence; and improved process consistency and simplification, more hands-on experimentation, improved curriculum resources, and special education and ESL staff collaboration. Additionally, recommendations for future research where made in two areas; exploring the impact of teacher professional on the ability of diverse groups of students to improve and attain argumentation skills in science class; and exploring the impact of materials and instructional interventions to engage and develop NGSS argumentation skills on the ability of diverse groups of students to improve and attain argumentation skills.
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