Promoting argumentation and process skills in active learning environments help students to explain and understand natural phenomena. However, it is often difficult to successfully promote and assess these practices in undergraduate courses at larger universities. Undergraduate freshman chemistry discussions were investigated at a large university to identify concrete ways of fostering argumentation, process skills, and classroom discourse. Weekly activities were implemented with the intent of engaging groups of students in reasoning through relatable chemistry scenarios, and having students reflect on their process skill performance throughout each session. Student discourse and written work were analyzed using Toulmin’s model of argumentation and ELIPSS (Enhancing Learning by Improving Process Skills in STEM) rubrics. Graduate teaching assistant (GTA) and student interactions were also analyzed using the Classroom Observation Protocol for Undergraduate STEM (COPUS). Characteristics of activity prompts and GTA interactions that helped to foster student argumentation and process skills will be described.

Engaging undergraduate chemistry students in argumentation and process skills

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

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