Introducing High School Biology Students to Argumentation About Socioscientific Issues
Citation
Source Title
ISSN
Collection
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.
Related items
Showing items related by title, author, creator and subject.
-
Venville, G.; Dawson, Vaille (2010)The literature provides confounding information with regard to questions about whether students in high school can engage in meaningful argumentation about socio-scientific issues and whether this process improves their ...
-
Yap, Siew Fong (2012)With the re-emergence of values education in the school curriculum in the last decade, science is viewed as one of the key teaching domains, and in particular, socio-scientific education is increasingly perceived as ...
-
Anwar, Faisal; Awange, Joseph; Nikraz, Hamid; Ehsan, F. (2013)Structured Abstract BACKGROUND Nowadays, online mode of teaching is preferable over traditional instructor-led approach. This is because it attracts far distance students and thereby generating income for an institution ...