Sponsor
Portland State University. Center for Science Education
First Advisor
Liza Finkel
Date of Publication
Summer 9-20-2013
Document Type
Thesis
Degree Name
Master of Science in Teaching (M.S.T.) in General Science
Department
Science Teaching
Language
English
Subjects
Critical thinking in adolescence -- Study and teaching (Middle school) -- Case studies, Reasoning in children -- Study and teaching (Middle school) -- Case studies, Science -- Study and teaching (Middle school) -- Case studies, Decision making in adolescence -- Case studies.
DOI
10.15760/etd.1473
Physical Description
1 online resource (v, 59 pages)
Abstract
This study investigates the effectiveness of an instructional strategy that uses students' prior understanding of informal evidence based reasoning (EBR) to build an understanding of scientific EBR. A pre and post instructional strategy survey revealed that students' understanding of EBR increased over the length of the study. Data collected from pre and post instructional discussions also showed increases in the amount of EBR students used.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/16358
Recommended Citation
Chandler, Erol, "Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction" (2013). Dissertations and Theses. Paper 1474.
https://doi.org/10.15760/etd.1473