Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course
Abstract
We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a hypothesis; and construction of an argument. Students submit and receive feedback on two drafts of...
Paper Details
Title
Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course
Published Date
Aug 7, 2017
Volume
65
Issue
3
Pages
231 - 239
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