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<p>The current study explores the quality of students’ argumentation within the context of Adaptive Comparative Judgment (ACJ) and Learning by Evaluation (LbE), focusing on the Claim-Evidence-Reasoning (CER) framework. The aim is to understand what students consider essential for superior engineering design journals and why, particularly examining evidence and reasoning components. Thirty-five students from four high schools participated in LbE, justifying their preferences for selected options. These schools were part of a broader five-school project, though one did not conduct the relevant session and was excluded from the study. Utilizing the CER framework, the study analyzed the structure of scientific argumentation, supplemented by thematic analysis to elucidate students' reasoning. Three response models emerged: Claim-Evidence (CE), Claim-Reasoning (CR), and CER. CE responses lacked reasoning, while CR responses lacked evidence. Students favored design portfolios with visual aids, detailed content, documentation of design failures, and clearly stated challenges. For reasoning, students highlighted the value of clear explanations of the design process, facilitation of group and individual work, idea generation, and instructional clarity. The study underscores the importance of teacher-led scaffolding to help students articulate comprehensive claims and suggests structured group discussions and modeling as effective supports.</p>

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A thematic analysis of high school students’ scientific argumentation of what constitutes a ‘better’ engineering design journal

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月7日

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  • Wonki Lee,
  • Nathan Mentzer,
  • Andrew Jackson,
  • Scott Bartholomew,
  • Scott Thorne

摘要

The current study explores the quality of students’ argumentation within the context of Adaptive Comparative Judgment (ACJ) and Learning by Evaluation (LbE), focusing on the Claim-Evidence-Reasoning (CER) framework. The aim is to understand what students consider essential for superior engineering design journals and why, particularly examining evidence and reasoning components. Thirty-five students from four high schools participated in LbE, justifying their preferences for selected options. These schools were part of a broader five-school project, though one did not conduct the relevant session and was excluded from the study. Utilizing the CER framework, the study analyzed the structure of scientific argumentation, supplemented by thematic analysis to elucidate students' reasoning. Three response models emerged: Claim-Evidence (CE), Claim-Reasoning (CR), and CER. CE responses lacked reasoning, while CR responses lacked evidence. Students favored design portfolios with visual aids, detailed content, documentation of design failures, and clearly stated challenges. For reasoning, students highlighted the value of clear explanations of the design process, facilitation of group and individual work, idea generation, and instructional clarity. The study underscores the importance of teacher-led scaffolding to help students articulate comprehensive claims and suggests structured group discussions and modeling as effective supports.