An Examination of the Use of Argument Driven Inquiry Strategies to Support Argumentative Writing in the Middle School Science Classroom

Abstract

The purpose of this study was to explore the impact that argument driven inquiry strategies would have on the written ability of seventh grade science students. The measurement tool used was the 15-point rubric Claim Evidence Reasoning Rubric used for Grades 6-12 in the Science Curriculum. The Next Generation Science Standards have a focus on students’ use of argument, particularly in writing, to communicate their knowledge and scientific findings and to develop an understanding of scientific practice. The purpose of this action research study is to evaluate the influence of inquiry-based argumentative writing exercises, based on the Argument Driven Inquiry (ADI) model, in a middle school science classroom. This study utilized a quasi-experimental pretest/-posttest using a convenience sample. Using the ADI strategies did statistically impact student written ability. The ADI strategies should continue to be implemented in various level science classes in order to assist students in their ability to validate or refute a scientific idea/phenomena/claim.