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Direct linkChen, Ying-Chih; Aguirre-Mendez, Claudia; Terada, Takeshi – International Journal of Science Education, 2020
This study used a quasi-experimental design to examine the effects of argumentative writing on non-science majors' conceptual understanding and the growth of their writing skills over a semester. To assess gain in conceptual knowledge, tests were given before and after the course; students in the writing group gained significantly more than…
Descriptors: Persuasive Discourse, Writing Skills, Science Instruction, College Science
