{"id":{"repo_id":"ttu","oai_identifier":"oai:ttu-ir.tdl.org:2346/87656"},"canonical_url":"https://search.dev.ndltd.org/etd/ttu/oai:ttu-ir.tdl.org:2346/87656","repository":{"repo_id":"ttu","name":"Texas Technology University","base_url":"https://ttu-ir.tdl.org/server/oai/request"},"display":{"title":"Early adolescent students’ argumentation in a worldwide science education activity about global lunar phases","abstract":"This qualitative study examined early adolescents’ argumentation using the Claim Evidence Reasoning (CER) framework. The CER framework is a tool for verbal and written discourse that supports students with constructing scientific arguments to learn about the natural world as they engage in scientific inquiry. The ability to create scientific arguments using scientific evidence and reasoning skills for argumentation is important for science literacy. Students in this study applied the CER framework within a representative online science learning environment, the World Moon Project. Students’ written arguments were analyzed to answer the research question: Do students write a claim and provide evidence and reasoning when asked to make a claim, cite evidence, and state their reasoning about global patterns in the Moon’s appearance, based on the data they collected themselves and data received from students in other worldwide locations? Some researchers have studied argumentation from the perspective of an observer being in one location, but this researcher looked at students making arguments based on observations made from multiple locations on Earth. Findings revealed that the majority of the 108 early adolescent students were able to write a claim, provide evidence, and apply reasoning skills for scientific argumentation; however, this study cannot be generalized to all students. The researcher recommends that future studies include a control group and that they focus on the patterns found in the students’ claim, evidence, and reasoning responses when writing CERs for scientific argumentation.","abstract_html":"This qualitative study examined early adolescents’ argumentation using the Claim Evidence Reasoning (CER) framework. The CER framework is a tool for verbal and written discourse that supports students with constructing scientific arguments to learn about the natural world as they engage in scientific inquiry. The ability to create scientific arguments using scientific evidence and reasoning skills for argumentation is important for science literacy. Students in this study applied the CER framework within a representative online science learning environment, the World Moon Project. Students’ written arguments were analyzed to answer the research question: Do students write a claim and provide evidence and reasoning when asked to make a claim, cite evidence, and state their reasoning about global patterns in the Moon’s appearance, based on the data they collected themselves and data received from students in other worldwide locations? Some researchers have studied argumentation from the perspective of an observer being in one location, but this researcher looked at students making arguments based on observations made from multiple locations on Earth. Findings revealed that the majority of the 108 early adolescent students were able to write a claim, provide evidence, and apply reasoning skills for scientific argumentation; however, this study cannot be generalized to all students. The researcher recommends that future studies include a control group and that they focus on the patterns found in the students’ claim, evidence, and reasoning responses when writing CERs for scientific argumentation.","abstract_has_math":false,"creators":["Cooks, Teha K."],"institution":"Texas Tech University","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["Smith, Walter"],"committee_members":["Lan, William","Greenhalgh-Spencer, Heather"],"year":2020,"date_issued":"2020-08","date_published":"2020-08","updated_at":"2026-07-24T05:04:53Z","subjects":["Scientific Literacy","Scientific Argumentation"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2346/87656","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Smith, Walter"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Lan, William","Greenhalgh-Spencer, Heather"]},{"key":"dc:creator","label":"Author","values":["Cooks, Teha K."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-08-17T00:20:30Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-08-17T00:20:30Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-08"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Tech University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Scientific Literacy","Scientific Argumentation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2346/87656"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study examined early adolescents’ argumentation using the Claim Evidence Reasoning (CER) framework. The CER framework is a tool for verbal and written discourse that supports students with constructing scientific arguments to learn about the natural world as they engage in scientific inquiry. The ability to create scientific arguments using scientific evidence and reasoning skills for argumentation is important for science literacy. Students in this study applied the CER framework within a representative online science learning environment, the World Moon Project. Students’ written arguments were analyzed to answer the research question: Do students write a claim and provide evidence and reasoning when asked to make a claim, cite evidence, and state their reasoning about global patterns in the Moon’s appearance, based on the data they collected themselves and data received from students in other worldwide locations? Some researchers have studied argumentation from the perspective of an observer being in one location, but this researcher looked at students making arguments based on observations made from multiple locations on Earth. Findings revealed that the majority of the 108 early adolescent students were able to write a claim, provide evidence, and apply reasoning skills for scientific argumentation; however, this study cannot be generalized to all students. The researcher recommends that future studies include a control group and that they focus on the patterns found in the students’ claim, evidence, and reasoning responses when writing CERs for scientific argumentation.","Embargo status: Access restricted until August 2022. To request an access exception, click on the PDF link to the left."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Early adolescent students’ argumentation in a worldwide science education activity about global lunar phases"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Smith, Walter"],"dc:contributor.committeemember":["Lan, William","Greenhalgh-Spencer, Heather"],"dc:creator":["Cooks, Teha K."],"dc:date.accessioned":["2021-08-17T00:20:30Z"],"dc:date.available":["2021-08-17T00:20:30Z"],"dc:date.issued":["2020-08"],"dc:description.abstract":["This qualitative study examined early adolescents’ argumentation using the Claim Evidence Reasoning (CER) framework. The CER framework is a tool for verbal and written discourse that supports students with constructing scientific arguments to learn about the natural world as they engage in scientific inquiry. The ability to create scientific arguments using scientific evidence and reasoning skills for argumentation is important for science literacy. Students in this study applied the CER framework within a representative online science learning environment, the World Moon Project. Students’ written arguments were analyzed to answer the research question: Do students write a claim and provide evidence and reasoning when asked to make a claim, cite evidence, and state their reasoning about global patterns in the Moon’s appearance, based on the data they collected themselves and data received from students in other worldwide locations? Some researchers have studied argumentation from the perspective of an observer being in one location, but this researcher looked at students making arguments based on observations made from multiple locations on Earth. Findings revealed that the majority of the 108 early adolescent students were able to write a claim, provide evidence, and apply reasoning skills for scientific argumentation; however, this study cannot be generalized to all students. The researcher recommends that future studies include a control group and that they focus on the patterns found in the students’ claim, evidence, and reasoning responses when writing CERs for scientific argumentation.","Embargo status: Access restricted until August 2022. To request an access exception, click on the PDF link to the left."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2346/87656"],"dc:language.iso":["eng"],"dc:subject":["Scientific Literacy","Scientific Argumentation"],"dc:title":["Early adolescent students’ argumentation in a worldwide science education activity about global lunar phases"],"dc:type":["Thesis"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Tech University"]},"updated_at":"2026-07-24T05:04:53Z"}