Claim, Evidence, and Reasoning (C-E-R) Framework: Application in Dissertation and Thesis Writing for Music Education Research and Cross-Disciplinary Contexts

Abstract

This article examines the Claim, Evidence, and Reasoning framework, detailing its historical development and theoretical underpinnings. It elucidates the core components of CER and provides practical guidance on its application in crafting robust arguments within dissertations and theses, particularly within the domain of music education research. The utility of CER extends beyond this specific field, demonstrating its broad applicability across various disciplines for enhancing argumentative clarity and rigor. This framework, adapted from Toulmin’s model of argumentation, provides a structured approach for students to construct scientific explanations and justify their claims based on empirical data and logical inferences. Specifically, the Claim, Evidence, Reasoning model, developed by McNeill and Krajcik, simplifies Toulmin's more complex argumentation model to make it more accessible for science education contexts, enabling students to articulate not just what occurred, but also the underlying reasons. This pedagogical framework fosters critical thinking by guiding students to substantiate assertions with empirical data and sound justification. By requiring students to evaluate evidence for ill-defined or complex problems rather than simply confirming theories, CER promotes a deeper engagement with scientific inquiry and argumentation. This approach not only aids in structuring scientific explanations but also encourages students to link these components coherently, ensuring that evidence supports the claim and reasoning connects the evidence to that claim.