Journal of Pedagogical Sociology and Psychology
Using of claim, evidence, and reasoning strategy in scientific explanation and argumentative writing skills of grade nine chemistry students
Rinzin Wangmo 1, Nandu Giri 2, Lekh Raj Ghalley 3 * , Yeshi Jamtsho 1, Tshelthrim Zangmo 1
More Detail
1 Pemagatshel Middle Secondary School, Ministry of Education and Skills Development, Thimphu, Bhutan
2 Samtse College of Education, Royal University of Bhutan
3 Logchina Middle Secondary School, Ministry of Education and Skills Development, Thimphu, Bhutan
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, Online First, pp. 1-25
https://doi.org/10.33902/jpsp.202533548

Article Type: Research Article

Published Online: 10 Jun 2025

Views: 5 | Downloads: 2

ABSTRACT
Claim, evidence, and reasoning is an innovative instructional approach to writing scientific explanations and argument, which are essential aspects of scientific inquiry and science education. Though constructing scientific explanations and arguments can be challenging for students of all ages, explicit implementation of the claim, evidence, and reasoning strategy can improve students' conceptual understanding and scientific writing skills. Consequently, the study was conducted to investigate the effect of claim, evidence, and reasoning strategy on students’ conceptual understanding and scientific writing skills in Chemistry lessons. It also explored students' perceptions of using the claim, evidence, and reasoning strategy in Chemistry instructions. The study administered a convergent parallel mixed method and a quasi-experimental design. The quantitative data were collected using an achievement test, scientific writing assessment score, and survey questionnaire. The quantitative data were analyzed with a descriptive statistics, and the achievement test was further analyzed with an inferential t-test (independent and paired sample t-test) to validate the variation of scores between the experimental and control groups. The qualitative data obtained from document analysis and semi-structured interviews were analyzed using rubrics and thematic analysis. Then, the data were triangulated and interpreted to validate the findings. The statistical analysis of achievement tests and scientific writing scores has shown significant improvement in the mean difference of the students who were intervened using the claim, evidence, and reasoning strategy. Therefore, the present study has revealed that the claim, evidence, and reasoning strategy is an effective instructional approach to enhance academic achievement and scientific writing skills (scientific explanations and arguments) in Chemistry instructions.       
KEYWORDS
argument and chemistry claim explanation evidence perception reasoning
In-text citation: (Wangmo et al., 2025)
Reference: Wangmo, R., Giri, N., Ghalley, L. R., Jamtsho, Y., & Zangmo, T. (2025). Using of claim, evidence, and reasoning strategy in scientific explanation and argumentative writing skills of grade nine chemistry students. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202533548
In-text citation: (1), (2), (3), etc.
Reference: Wangmo R, Giri N, Ghalley LR, Jamtsho Y, Zangmo T. Using of claim, evidence, and reasoning strategy in scientific explanation and argumentative writing skills of grade nine chemistry students. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202533548
In-text citation: (1), (2), (3), etc.
Reference: Wangmo R, Giri N, Ghalley LR, Jamtsho Y, Zangmo T. Using of claim, evidence, and reasoning strategy in scientific explanation and argumentative writing skills of grade nine chemistry students. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202533548
In-text citation: (Wangmo et al., 2025)
Reference: Wangmo, Rinzin, Nandu Giri, Lekh Raj Ghalley, Yeshi Jamtsho, and Tshelthrim Zangmo. "Using of claim, evidence, and reasoning strategy in scientific explanation and argumentative writing skills of grade nine chemistry students". Journal of Pedagogical Sociology and Psychology (2025). https://doi.org/10.33902/jpsp.202533548
In-text citation: (Wangmo et al., 2025)
Reference: Wangmo, R., Giri, N., Ghalley, L. R., Jamtsho, Y., and Zangmo, T. (2025). Using of claim, evidence, and reasoning strategy in scientific explanation and argumentative writing skills of grade nine chemistry students. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202533548
In-text citation: (Wangmo et al., 2025)
Reference: Wangmo, Rinzin et al. "Using of claim, evidence, and reasoning strategy in scientific explanation and argumentative writing skills of grade nine chemistry students". Journal of Pedagogical Sociology and Psychology, 2025. https://doi.org/10.33902/jpsp.202533548
REFERENCES
  • Abid, M. (2020). Correlation of claim, evidence, and reasoning as a writing framework and students’ success rates in high school science district standardized tests [Unpublished doctoral dissertation]. The University of Houston-Clear Lake, Houston.
  • Ahmed, M.A., & Sharaf, B.S. (2019). Application of Toulmin's model of argumentation in fiction: The case of Shakespeare's the merchant of Venice. Language in India, 19(1), 242–249.
  • Alegado, K., & Lewis, A. (2018). The four elements of the claim, evidence, reasoning, and rebuttal (CERR) framework. Science Scope, 41(5), 72-78. https://doi.org/10.2505/4/ss18_041_05_72
  • Atkinson, M.B. (2018). Assessing undergraduate explanation construction and affective characteristics towards improving success in general Chemistry [Unpublished doctoral dissertation]. University of Georgia, Georgia.
  • Atkinson, M.B., Krishnan, S., McNeil, L.A., Luft, J.A., & Pienta, N.J. (2020). Constructing explanations in an active learning preparatory chemistry course. Journal of Chemical Education, 97(3), 626-634. https://doi.org/10.1021/acs.jchemed.9b00901
  • Becker, R.E. (2014). Explicit instruction of scientific explanation and argument in an undergraduate introductory biology laboratory course using the claim, evidence and reasoning framework [Unpublished doctoral dissertation]. Louisiana State University and Agricultural and Mechanical College, Louisiana.
  • Bell, P., & Linn, M.C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817. https://doi.org/10.1080/095006900412284
  • Berland, L.K., & Reiser, B.J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26–55. https://doi.org/10.1002/sce.20286
  • Blank, L.M., Almquist, H., Estrada, J., & Crews, J. (2016). Factors affecting student success with a Google Earth-based earth science curriculum. Journal of Science Education and Technology, 25(1), 77-90. https://doi.org/10.1007/s10956-015-9578-0
  • Bowen, G.A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Boyle, S., Rizzo, K. L., & Taylor, J. C. (2020). Reducing language barriers in science for students with special educational needs. Asia-Pacific Science Education, 6(2), 364-387. https://doi.org/10.1163/23641177-BJA10006
  • Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher’s classroom practices in writing: a national survey. Reading and Writing, 29(5), 929–954. https://doi.org/10.1007/s11145-015-9604-x
  • Bugarcic, A., Colthorpe, K., Zimbardi, K., Su, H.W., & Jackson, K. (2014). The development of undergraduate science students’ scientific argument skills in oral presentations. International Journal of Innovation in Science and Mathematics Education, 22(5), 43-60.
  • Cetin, P.S. (2014). Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills. Research in Science & Technological Education, 32(1), 1-20. https://doi.org/10.1080/02635143.2013.850071
  • Childs, A., Tenzin, W., Johnson, D., & Ramachandran, K. (2012). Science education in Bhutan: Issues and challenges. International Journal of Science Education, 34(3), 375-400. https://doi.org/10.1080/09500693.2011.626461
  • Creswell, J.W. (2014). A concise introduction to mixed methods research. Sage.
  • Creswell, J.W., & Creswell, J.D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
  • Department of Curriculum and Professional Development Ministry of Education [DCPDME]. (2021). National School Curriculum -Science Curriculum Framework Classes PP- XII. Author. https://rec.gov.bt/curriculum-frameworks/
  • Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3%3C287::AID-
  • Fox, M. (2020). A Phenomenological study of science teachers experiences with an argumentation scaffold in the Northeast United States (Publication No. 28023543) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global.
  • Gabriel, V.D., Panisson, A.R., Bordini, R.H., Adamatti, D.F., & Billa, C.Z. (2020). Reasoning in BDI agents using Toulmin's argumentation model. Theoretical Computer Science, 805, 76–91. https://doi.org/10.1016/j.tcs.2019.10.026
  • Heng, L.L., Surif, J., Seng, C.H., & Ibrahim, N.H. (2015). Mastery of scientific argumentation on the concept of neutralization in Chemistry: A Malaysian perspective. Malaysian Journal of Learning and Instruction, 12, 85-101.
  • Jackson, J., Durham, A., Dowell, S., Sockel, J., & Boynton, I. (2016). Methods and strategies: Claims and evidence. Science and Children, 54(4), 64–69. https://doi.org/10.2505/4/sc16_054_04_64
  • Jackson, S., & Schneider, J. (2018). Cochrane review as a “warranting device” for reasoning about health. Argumentation, 32(2), 241–272. https://doi.org/10.1007/s10503-017-
  • Kennedy, K., & Folkes, C. (2018). Dropping anchor! The power of an anchor activity to develop claims, evidence, and reasoning in the science classroom. Science Scope, 42(3), 42–47. https://www.jstor.org/stable/26611862
  • Kuhn, D. (1991). The skills of argument. Cambridge University Press.
  • Loch, Q. (2017). The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations [Unpublished master's thesis]. Montana State University Bozeman, Montana.
  • Long, T.H. (2014). Effects of the claims-evidence-reasoning writing framework on teaching and learning in eighth-grade science [Unpublished master’s thesis]. Montana State University Bozeman, Montana].
  • McNeill, K.L. (2011). Elementary students' views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793-823. https://doi.org/10.1002/tea.20430
  • McNeill, K.L., & Krajcik, J. (2007). Middle school students’ use of appropriate and inappropriate evidence in writing scientific explanations. In M. C. Lovett & P. Shah (Eds.), Thinking with data (pp. 233-265). Psychology Press. https://doi.org/10.4324/9780203810057
  • McNeill, K.L., & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. Science as Inquiry in the Secondary Setting, 121, 34.
  • McNeill, K.L., & Krajcik, J. (2011). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence, and reasoning framework for talk and writing. Pearson.
  • McNeill, K.L., & Martin, D.M. (2011). Claims, evidence, and reasoning. Science and Children, 48(8), 52.
  • McNeill, K.L., Lizotte, D.J., Krajcik, J., & Marx, R.W. (2006). Supporting students' construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences, 15(2), 153–191. https://doi.org/10.1207/s15327809jls1502_1
  • Metaxas, N., Potari, D., & Zachariades, T. (2016). Analysis of a teacher’s pedagogical arguments using Toulmin’s model and argumentation schemes. Educational Studies in Mathematics, 93(3), 383-397. https://doi.org/10.1007/s10649-016-9701-z
  • Metz, K.E. (2000). Young children’s inquiry in biology: Building the knowledge bases to empower independent inquiry. In J. Minstrell & E. H. van Zee (Eds.), Inquiry into inquiry learning and teaching in science (pp. 371–404). American Association for the Advancement of Science.
  • National Research Council. (1996). National Science Education Standards. National Academy Press.
  • Novak, A.M., & Treagust, D.F. (2018). Adjusting claims as new evidence emerges: Do students incorporate new evidence into their scientific explanations? Journal of Research in Science Teaching, 55(4), 526-549. https://doi.org/10.1002/tea.21429
  • Pichette, C.F. (2018). Writing arguments with evidence: The claim-evidence-reasoning framework and scientific literacy. [Unpublished master’s thesis]. Montana State University Bozeman, Montana.
  • Ponce de leon, I. (2025). CUDOs to the teachers: Using Merton’s norms of scientific practice to guide lessons in critical thinking. Journal of Pedagogical Sociology and Psychology, 7(1), 18-32. https://doi.org/10.33902/jpsp.202525475
  • Reamy, A.T. (2020). What effect does the claim-evidence-reasoning framework have on teaching and learning in a middle school classroom? [Unpublished master’s thesis]. Montana State University Bozeman, Montana.
  • Royal Education Council [REC]. (2012). Science curriculum framework PP-XII. Author. https://rec.gov.bt/curriculum-frameworks/
  • Ruiz‐Primo, M.A., Li, M., Tsai, S.P., & Schneider, J. (2010). Testing one premise of scientific inquiry in science classrooms: Examining students' scientific explanations and student learning. Journal of Research in Science Teaching, 47(5), 583-608. https://doi.org/10.1002/tea.20356
  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513-536. https://doi.org/10.1002/tea.20009
  • Samosa, R. C. (2021). Effectiveness of claim, evidence and reasoning as an innovation to develop students’ scientific argumentative writing skills. European Journal of Research Development and Sustainability, 2(5), 25-35. https://doi.org/10.17605/OSF.IO/76CG5
  • Sandoval, W.A. (2003). Conceptual and epistemic aspects of students' scientific explanations. The Journal of the Learning sciences, 12(1), 5-51. https://doi.org/10.1207/S15327809JLS1201_2
  • Short, R.A., Van der Eb, M.Y., & McKay, S.R. (2020). Effect of productive discussion on written argumentation in earth science classrooms. Journal of Educational Research, 113(1), 46–58. https://doi.org/10.1080/00220671.2020.1712314
  • Singh, S., & Yaduvanshi, S. (2015). Constructivism in science classroom: Why and how. International Journal of Scientific and Research Publications, 5(3), 1-5.
  • Toulmin, S. (1958). The uses of argument. Cambridge University Press.
  • Traut, J. (2017). Forming explanations from evidence using the claim-evidence-reasoning framework [Unpublished master's thesis]. Montana State University Bozeman, Montana.
  • Vygotsky, L.S. (1978). Socio-cultural theory. Mind in society, 6, 52-58.
  • Whithaus, C. (2012). Claim-evidence structures in environmental science writing: Modifying Toulmin's model to account for multimodal arguments. Technical Communication Quarterly, 21(2), 105–128. https://doi.org/10.1080/10572252.2012.641431
  • Yearwood, J., & Stranieri, A. (2010). Group structured reasoning for coalescing group decisions. Group Decision and Negotiation, 19(1), 77–105. https://doi.org/10.1007/s10726-009- 9162-1
  • Zembal-Saul, C., McNeill, K.L., & Hershberger, K. (2013). What's your evidence? Engaging K-5 children in constructing explanations in science. Pearson.
  • Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35–62. https://doi.org/10.1002/tea.10008
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.