Examining the Impact of Student Use of Multiple Modal Representations in Constructing Arguments in Organic Chemistry Laboratory Classes |
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Authors: | Brian Hand and Aeran Choi |
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Institution: | (1) N 238 Lindquist Center College of Education, University of Iowa, Iowa, IA 52242, USA;(2) Kent State University, Kent, OH, USA |
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Abstract: | This study was designed to examine students’ use of multiple modal representations within their written arguments as a consequence
of completing a series of investigations of an organic chemistry laboratory course. One hundred and eleven students from a
major Midwestern university were involved in using the Science Writing Heuristic (SWH) approach where they are required to
use the argument structure of question, claim, evidence and reflection in completing the written report for their instructor
on their laboratory investigations. Results indicate that students who achieved a high score for embedded multiple modal representations
in the evidence section also constructed high quality arguments. That is, students who were able to embed multiple modal representations
in evidence made strong reasoned connections to support their claim(s) and construct a cohesive argument. Further, there were
strong correlations between the laboratory examination score and holistic quality of argument. This study suggests there is
a need to build support structures pedagogically for the individual in order to help students understanding the role and function
of multiple modal representations in science. |
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Keywords: | |
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