Date of Award
Open Access Dissertation
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.
Ross, L.(2019). Using an Argument Driven Inquiry Model to Develop Scientific Proficiency in the Middle School Classroom. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5467