An Argumentative Writing Prompt Model to Support Nonscience Major Students’ Learning in an Introductory Chemistry Course

An argumentative writing prompt model is presented for use in a general chemistry class designed for nonscience major students. The purpose of this instructional model is to support students with rich experiences to strengthen their conceptual understanding, critical-thinking skills, and scientific literacy. Research in science education at the college level mainly focuses on creating great academic environments for science majors but is less focused on nonscience majors. Pedagogical strategies using argumentative writing prompts involve students in the context of applying essential scientific practices, such as answering questions, collecting and analyzing data, using and creating models, engaging in argument from evidence, and communicating information with peers. An open-ended questionnaire was used to examine students’ perspectives after engaging in this assignment. Most of the students who answered the questionnaire found the argumentative writing assignments helpful and appreciated their design. Students believed the writing assignments helped them improve their conceptual understanding, their understanding of argumentative components, and the connection with their future career. This study contributes to the evidence-based understanding of the connections between students’ perceptions and improved engagement in argumentative writing.