Andy Cavagnetto

Using Argument as a Tool for Integrating Science and Literacy

The integration of literacy in science education has been supported by both literacy and science researchers and educators. Recent federal initiatives such as the Common Core State Standards and A Framework for K-12 Science Education have also emphasized the need to integrate literacy and science. However, few tools exist to help educators think about how to integrate best literacy practices into their science lessons. PONG Cycles is an argument-to-learn framework for teaching and learning science that can be used to integrate all aspects of literacy (speaking, listening, reading, writing and viewing). An explanation of PONG Cycles, along with implications and suggestions for its use in the upper elementary classroom, is provided.

Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning.

This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links. Refutational texts are designed specifically to elicit common misconceptions that learners typically hold about a particular topic, directly refute the misconceptions, and present scientific explanations as compelling alternatives. Expository scientific texts consist of texts that are written specifically to present correct scientific information. Sixty-seven participants were randomly assigned to study one of three computer-based presentations on climate change. The dependent measures were tests of free recall and transfer. The concept map group significantly outperformed the refutational and scientific text groups on both free recall and transfer tests. Practical and theoretical implications of these findings are discussed.

Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement.

Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a 9-week intervention in 10 classrooms (n = 251) that participated in cooperative-learning modules (promoting interdependence via a modified jigsaw technique). Students in an additional 10 classrooms (n = 232) completed the same material in an unstructured format representative of common educational practice. Results showed that, when between-class variance was controlled for, intervention students did not score higher on weekly quizzes, but science interest and prior science experience had a reduced relationship to quiz performance in intervention classrooms. Also, intervention classrooms showed increased collaborative engagement at both whole-class and individual levels (24 students at three time points), but the intervention was only one of several factors found to account for late-intervention classroom collaborative engagement (prosocial behavior and discussion practices). Taken together, findings suggest that integrating interdependence-based tasks may foster collaborative engagement at both small-group and whole-classroom levels, but by itself may not be enough to promote increased student achievement.