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Quantitative results from pre-test and post-test measures show significant improvement in claim, evidence, and reasoning categories, with fewer students scoring 0 points and more scoring 2 points post-intervention. Qualitative responses corroborate that CER helps students connect classroom concepts and organize ideas for explanations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/exploring-the-use-of-claim-evidence-reasoning-in-promoting-scientific-reasoning-skills-of-elementary-school-students/592052/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/exploring-the-use-of-claim-evidence-reasoning-in-promoting-scientific-reasoning-skills-of-elementary-school-students/592052.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"To investigate the effectiveness of the claim-evidence-reasoning (CER) framework in promoting elementary students’ scientific reasoning skills.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the CER framework implemented and evaluated?",{"text":68,"@type":64},"The study used a convergent mixed-methods quasi-experimental design with 29 Grade 5 students across 12 meetings, using pre-test and post-test quantitative measures plus open-ended qualitative questions.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results show about students’ claim, evidence, and reasoning performance?",{"text":72,"@type":64},"Post-test performance improved significantly across all three categories, with a decrease in students scoring 0 points and an increase in students scoring 2 points.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592052,1792191198,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":113,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Exploring the Use of Claim-Evidence-Reasoning in Promoting Scientific Reasoning Skills of Elementary School Students  \nWinona Y. Diola  \nDe La Salle Santiago Zobel, Philippines, [diolawy@dlszobel.edu.ph](diolawy@dlszobel.edu.ph)  \nJoel B. Jalon Jr.  \nSTEM Department, De La Salle University-SHS, Philippines,[joel.jalon@dlsu.edu.ph](joel.jalon@dlsu.edu.ph)  \nMaricar S. Prudente  \nDe La Salle University, Philippines, [maricar.prudente@dlsu.edu.ph](maricar.prudente@dlsu.edu.ph)  \nWhile previous research has shown that claim-evidence-reasoning can effectively promote higher-order thinking skills in science education, more research should be done on using claimevidence-reasoning in elementary school settings. This study aims to investigate the effectiveness of claim-evidence-reasoning in promoting the scientific reasoning skills of elementary school students. The study utilized a convergent mixed-methods quasi-experimental design, incorporating both quantitative and qualitative data. The participants were 29 Grade 5 students. The discussion lasted for 12 meetings. The quantitative data were collected through a pre-test and post-test, which measured the students' performance in claim, evidence, and reasoning categories. The qualitative data were gathered through open-ended questions that asked the students about their experiences. The results showed a marked improvement in all three categories of claim, evidence, and reasoning in the post-test compared to the pre-test. The number of students scoring 0 points in each category decreased significantly, while the number of students scoring 2 points in each category increased. The post-test mean (M=4.31) was significantly higher than the pre-test mean (M=2.34) . Furthermore, the qualitative data supported the quantitative findings, indicating that the claim-evidence-reasoning framework helped students connect the learning materials and concepts they learned in class and organize their thoughts before writing their explanations.  \nKeywords: cer framework, claim-evidence-reasoning, argumentation skills, scientific reasoning  \nINTRODUCTION  \nScience educators have long recognized the need for students to engage productively in scientific argumentation. However, this can be challenging for many students, as the ability to construct and communicate knowledge, use a conceptual framework, and provide evidence for claims requires specific skills (Faize, Husain, & Nisar, 2017) . To address this issue, the first author of this study collaborated with colleagues in the research field to develop and implement novel instructional strategies and assessment tools to improve students' proficiency in constructing and evaluating scientific arguments, utilizing the Claim, Evidence, and Reasoning (CER) Framework.  \nThe CER framework teaches students to construct an argument using a claim, evidence, and reasoning (McNeill, Lizotte, Krajcik, and Marx, 2006) , which has demonstrated its effectiveness in promoting scientific reasoning skills across various science topics and educational levels, such as biology in highschool (Llewellyn & Ullock, 2017; Nageotte et al., 2018; Wallon et al., 2018), earth science in junior high school (Short et al., 2020), and chemistry in undergraduate course (Atkinson et al., 2020) .  \nCitation: Diola, W. Y., Jalon Jr, J. B., & Prudente, M. S. (2025) . Exploring the use of claim-evidence-reasoning in promoting scientific reasoning skills of elementary school students . Anatolian Journal of Education, 10(1), 203-214.  \n[https://doi.org/10.29333/aje.2025.10115a](https://doi.org/10.29333/aje.2025.10115a)  \nScientific reasoning skill is part of higher-order thinking skill, which is at the top level of thinking ability in Revised Bloom's Taxonomy (Yanto & Subali, 2019) .  \nThe CER framework has also demonstrated its compatibility in various aspects of education. Some studies have incorporated CER into different teaching approaches, such as inquiry-based learning (Llewellyn & Ullock, 201","cbCaiei4oNkk6Lus","https://ap.wps.com/l/cbCaiei4oNkk6Lus","pdf",394134,12,"English","# Introduction\n# Literature Review","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To investigate the effectiveness of the claim-evidence-reasoning (CER) framework in promoting elementary students’ scientific reasoning skills.\"},{\"question\":\"How was the CER framework implemented and evaluated?\",\"answer\":\"The study used a convergent mixed-methods quasi-experimental design with 29 Grade 5 students across 12 meetings, using pre-test and post-test quantitative measures plus open-ended qualitative questions.\"},{\"question\":\"What did the results show about students’ claim, evidence, and reasoning performance?\",\"answer\":\"Post-test performance improved significantly across all three categories, with a decrease in students scoring 0 points and an increase in students scoring 2 points.\"}]","Exploring the Use of Claim-Evidence-Reasoning in Promoting Scientific Reasoning Skills of Elementary School Students | PDF",1792073756]