Author

Lorelei Ross

Date of Award

Summer 2019

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

James Kirylo

Abstract

The purpose of this study was to examine the impact of argument driven inquiry (ADI) on the development of evidence-based arguments for eight eighth-grade students. This study took place in the third quarter of the 2018-2019 school year. The setting was a public middle school in a suburban county in the Southeast. Through the use of an action research design, qualitative and quantitative data was collected over a six-week period using various instruments. Instruments included a content pretest and post-test, generating an evidence-based argument pre-test and post-test, pre- and post-formal interviews, pre and post science questionnaire Likert attitudinal scale, collection of artifacts, and field notes. The results revealed that ADI helped students with their development of evidence-based arguments.

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