TY - JOUR
T1 - Predicting Components of Argumentative Writing and Achievement Gains in a General Chemistry Course for Nonmajor College Students
AU - Aguirre-Mendez, Claudia
AU - Chen, Ying Chih
AU - Terada, Takeshi
AU - Techawitthayachinda, Ratrapee
N1 - Funding Information:
We would like to thank the High Impact Learning grant from Emporia State University for providing monetary support for this project. We also thank students who participated in this study, and our undergraduate researchers Leora Neises and Mariah Rey for their support while working on this project. We also thank Dr. Richard Sleezer for his feedback on this work.
Publisher Copyright:
Copyright © 2020 American Chemical Society and Division of Chemical Education, Inc.
PY - 2020/8/11
Y1 - 2020/8/11
N2 - Argumentative writing advances students' understanding of scientific concepts, ability to communicate, and scientific literacy. However, it remains unclear which components of argumentative writing drive such advancement. Further, most studies on argumentative writing have focused on students majoring in science, rather than in the nonsciences. The purpose of this study was to determine which components of argumentative writing are predictors of academic achievement in a general chemistry course designed for nonscience majors. The participants included 163 undergraduates at a public university. The quality of argumentative writing was positively and significantly correlated with student academic achievement. Five components of argumentative writing were predictors of success on student achievement tests: Accuracy of the claim, relationship between claim and question, relationship between claim and evidence, use of multiple modes to represent an argument, and the degree to which writing style aligns with the writing type desired. Therefore, results from this study would allow teachers to modify their approaches to emphasize components of argumentative writing that can predict student academic achievement. Results from open-ended questionnaires reveal that students viewed argumentative writing as a tool that improves their conceptual understanding, advances their epistemic understanding of an argument, and can be applied in their future careers. Implications of this pedagogy for chemistry teaching and learning are discussed.
AB - Argumentative writing advances students' understanding of scientific concepts, ability to communicate, and scientific literacy. However, it remains unclear which components of argumentative writing drive such advancement. Further, most studies on argumentative writing have focused on students majoring in science, rather than in the nonsciences. The purpose of this study was to determine which components of argumentative writing are predictors of academic achievement in a general chemistry course designed for nonscience majors. The participants included 163 undergraduates at a public university. The quality of argumentative writing was positively and significantly correlated with student academic achievement. Five components of argumentative writing were predictors of success on student achievement tests: Accuracy of the claim, relationship between claim and question, relationship between claim and evidence, use of multiple modes to represent an argument, and the degree to which writing style aligns with the writing type desired. Therefore, results from this study would allow teachers to modify their approaches to emphasize components of argumentative writing that can predict student academic achievement. Results from open-ended questionnaires reveal that students viewed argumentative writing as a tool that improves their conceptual understanding, advances their epistemic understanding of an argument, and can be applied in their future careers. Implications of this pedagogy for chemistry teaching and learning are discussed.
KW - Chemical Education Research
KW - Communication/Writing
KW - First-Year Undergraduate/General
KW - Learning Theories
KW - Nonmajor Courses
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U2 - 10.1021/acs.jchemed.0c00042
DO - 10.1021/acs.jchemed.0c00042
M3 - Article
AN - SCOPUS:85089547969
SN - 0021-9584
VL - 97
SP - 2045
EP - 2056
JO - Journal of Chemical Education
JF - Journal of Chemical Education
IS - 8
ER -