Argument-Driven Inquiry: Tracking Progress Through General Chemistry

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dc.access.optionRestricted Campus Access Only
dc.contributor.advisorWalker, Joi
dc.contributor.authorLower, Meghan A.
dc.contributor.departmentMathematics, Science and Instructional Technology Education
dc.date.accessioned2019-06-18T13:38:58Z
dc.date.available2021-05-01T08:02:02Z
dc.date.created2019-05
dc.date.issued2019-05-14
dc.date.submittedMay 2019
dc.date.updated2019-06-14T13:22:43Z
dc.degree.departmentMathematics, Science and Instructional Technology Education
dc.degree.disciplineScience Education
dc.degree.grantorEast Carolina University
dc.degree.levelUndergraduate
dc.degree.nameBS
dc.description.abstractThis study examines student argumentation within a two-semester general chemistry laboratory sequence at a state university in the Southeast, which employed the Argument-Driven Inquiry (ADI) instructional model for laboratory instruction. Video recording of group argumentation from nine investigations, were transcribed and coded using the Assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol. From the data, a significant positive increase was seen in the total ASAC scores for each of the experiments. An overall increase was seen within each of the three sub-categories of the ASAC observation protocol over the two-semester sequence, with the cognitive sub-score showing a significant increase overtime. In conclusion, the data found that repeated exposure to ADI laboratories improves an essential scientific practice.
dc.embargo.lift2021-05-01
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/7298
dc.publisherEast Carolina University
dc.subjectargumentation
dc.subjectchemistry
dc.subjectgeneral chemistry laboratory
dc.subjectchemical education
dc.titleArgument-Driven Inquiry: Tracking Progress Through General Chemistry
dc.typeHonors Thesis
dc.type.materialtext

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