Show simple item record

dc.contributor.authorDawson, Vaille
dc.contributor.authorVenville, G.
dc.date.accessioned2017-01-30T10:47:37Z
dc.date.available2017-01-30T10:47:37Z
dc.date.created2014-10-08T03:10:55Z
dc.date.issued2009
dc.identifier.citationDawson, V. and Venville, G. 2009. High-school Students' Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy?. International Journal of Science Education. 31 (11): pp. 1421-1445.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/5650
dc.identifier.doi10.1080/09500690801992870
dc.description.abstract

The aim of this research was to explore Australian high‐school students’ argumentation and informal reasoning about biotechnology. Data were obtained from semi‐structured interviews with 10 Year‐8 students (12–13 years old), 14 Year‐10 students (14–15 years old) and 6 Year‐12 students (16–17 years old) from six metropolitan high schools in Perth, Western Australia. The transcripts were analysed using both Toulmin’s argumentation pattern and informal reasoning patterns (rational, emotive, and intuitive) as frameworks. The notion of scientific literacy was used as the basis of the theoretical framework to examine the data. Most students used no data or only simple data to justify their claims. Students of all year groups used intuitive and emotive informal reasoning more frequently than rational. Rational informal reasoning was associated with more sophisticated arguments.

dc.publisherRoutledge
dc.titleHigh-school Students' Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy?
dc.typeJournal Article
dcterms.source.volume31
dcterms.source.number11
dcterms.source.startPage1421
dcterms.source.endPage1445
dcterms.source.issn09500693
dcterms.source.titleInternational Journal of Science Education
curtin.accessStatusFulltext not available


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record