Combining debates and reflective activities to develop students' argumentation on socioscientific issues

Abstract

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking

“…Argumentation is one of the richest areas in science education research on student uncertainty related to sensemaking (McDonald & Kelly, 2012). Scientific uncertainty is inherent in argumentation, because students engage in using their conceptual and epistemic understanding to interpret data to shape scientific evidence, critique peers' arguments, identify knowledge gaps, and collectively generate new solutions to a given problem (e.g., Bächtold et al, 2023;Buck et al, 2014;Chen et al, 2019;Ford & Forman, 2015;Grimes et al, 2019;Lee et al, 2014Lee et al, , 2020Manz, 2015;Osborne & Patterson, 2011;Rapanta & Felton, 2022).…”

“…Argumentation is one of the richest areas in science education research on student uncertainty related to sensemaking (McDonald & Kelly, 2012). Scientific uncertainty is inherent in argumentation, because students engage in using their conceptual and epistemic understanding to interpret data to shape scientific evidence, critique peers' arguments, identify knowledge gaps, and collectively generate new solutions to a given problem (e.g., Bächtold et al, 2023; Buck et al, 2014; Chen et al, 2019; Ford & Forman, 2015; Grimes et al, 2019; Lee et al, 2014, 2020; Manz, 2015; Osborne & Patterson, 2011; Rapanta & Felton, 2022). These researchers have identified many sources of students' epistemic uncertainty (e.g., generate scientific evidence and claims, identify incoherence of arguments) and have suggested strategies to develop students' epistemic understanding of argumentation and scientific practices (e.g., using Toulmin's argument structure).…”

Is Consuming Avocados Equally Sustainable Worldwide? An Activity to Promote Eco-Social Education from Science Education

“…In this sense, there is no single solution; it is a matter of resolving a dilemma by prioritizing certain issues over others [31]. This involves making justified statements and creating arguments to confront different points of view, which links socio-scientific issues with argumentation and the use of evidence [32].…”

“…These scientific practices are highly recommended in science education as they require students to develop critical thinking [33] and face decision making similar to everyday life [30,34], preparing them to become global citizens [32,[35][36][37]. Furthermore, when the task is carried out in a group, the classroom becomes a democratic space [38], where students discuss and reflect, exchanging different perspectives to make informed decisions about the dilemma [39].…”

Promoviendo la Didáctica de la Educación Ambiental mediante una propuesta que fomenta el razonamiento científico-matemático

“…Centrándonos en la parte didáctica, entre las estrategias para mejorar la enseñanza de la Educación Ambiental se encuentran la argumentación y el uso de pruebas. La argumentación se puede definir como un proceso dialógico en el que cada una de las personas involucradas emiten enunciados respaldados en justificaciones, que pueden ser cuestionados por el resto de los participantes (Bächtold et al, 2022). Por su parte, el uso de pruebas permite crear argumentos con los que defender las hipótesis o conclusiones (Jiménez-Aleixandre et al, 2000).…”