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    Introducing High School Biology Students to Argumentation About Socioscientific Issues

    Access Status
    Fulltext not available
    Authors
    Dawson, Vaille
    Venville, Grady
    Date
    2013
    Collection
    • Curtin Research Publications
    Type
    Journal Article
    Metadata
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    Abstract

    The purpose of this research was to determine whether teaching argumentation to high school biology students improved their argumentation skills, informal reasoning, and genetics understanding. Using a quasi-experiment with mixed methods of data collection, five teachers participated in professional learning on argumentation and socioscientific issues and then explicitly taught argumentation skills in a genetics context. Using a written survey, the experimental group of students (n = 133) improved significantly more in their argumentation skills (p < .001), ability to use rational informal reasoning (p < .001), and genetics understanding (p < .001) than the control group of students (n = 160) who studied the same genetics topic without being taught argumentation skills.

    Citation
    Dawson, Vaille and Venville, Grady. 2013. Introducing High School Biology Students to Argumentation About Socioscientific Issues. Canadian Journal of Science, Mathematics and Technology Education. 13 (4): pp. 356-372.
    Source Title
    Canadian Journal of Science, Mathematics and Technology Education
    URI
    http://hdl.handle.net/20.500.11937/29190
    DOI
    10.1080/14926156.2013.845322

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