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Argumentation-to-Learn in large lecture biology

Although large-scale introductory courses are required for science teaching and other STEM majors, the failure rate is high, especially for first-generation students. As a result, these courses often serve as gatekeepers to many students interested in pursuing baccalaureate and advanced degrees in science teaching, science, and engineering. This study examines the adaptation of an argumentation-to-learn approach (Science Writing Heuristic) to a large-lecture introductory biology course.