Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues

Grooms, Jonathon; Sampson, Victor; Golden, Barry

doi:10.1080/09500693.2014.891160

Cited by 48 publications

(46 citation statements)

References 39 publications

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“…An important outcome of deliberation is for participants to recognize the role of science in real-world problems, which in turn should prompt recognition of the importance of scientific coursework (9, 10). Analysis of survey responses collected from all three cohorts showed a statistically significant increase in students’ perceptions of a connection between biology and real-world issues (effect of pre versus post: F(1, 83) = 8.954, p = 0.004, not moderated by cohort year), as well as a modest but not significant increase in students’ interest in biology (pre versus post: F(1, 86) = 2.748, p = 0.101; Table 2).…”

Section: Resultsmentioning

confidence: 99%

“…A number of researchers have studied how to promote productive engagement of socio-scientific issues (SSI), which typically involve ethical and scientific concerns. Their findings suggest that it is useful in teaching science communication to stress the active, communicative habits of citizenship, habits which bring the public into discussion of SSI (5–10). These researchers provide some recommendations for building such skills in the classroom or laboratory, but there remains an opportunity to create classroom discussions of SSI that foster science citizenship by mimicking the real-world political environment.…”

Section: Introductionmentioning

confidence: 99%

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Encouraging Science Communication through Deliberative Pedagogy: A Study of a Gene Editing Deliberation in a Nonmajors Biology Course

Drury

Bost

Wysocki

et al. 2018

J Microbiol Biol Educ.

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Deliberative pedagogy encourages productive science communication and learning through engagement and discussion of socio-scientific issues (SSI). This article examines a two-day deliberation module on gene editing that took place in an introductory nonmajors biology course, furthering research on integrating deliberative discussion into the biology classroom. The results demonstrate the benefits of a single, episodic deliberation in the classroom, which can positively encourage active discussion and critical awareness of connections between biology and real-world issues, thus contributing to the development of scientific citizenship. Additionally, the findings show that gene editing is an apt SSI topic for the deliberative process because it encourages productive communication practices of scientific citizenship, including discussion, perspective taking, questioning, and consideration of different types of evidence when coming to a decision.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Encouraging Science Communication through Deliberative Pedagogy: A Study of a Gene Editing Deliberation in a Nonmajors Biology Course

Drury

Bost

Wysocki

et al. 2018

J Microbiol Biol Educ.

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show abstract

“…Much debate though, surrounds the placement of SSIs in the time-poor curriculum, the amount and type of required science knowledge (Lewis & Leach, 2006), the provision of various supports, the suitability and choices of SSIs, as well as investigations into the developmental mechanics of argumentation skills, formal or informal reasoning, and evidence or intuitive-based decision-making (see for example, Grooms, Sampson & Golden, 2014;Zeidler, Walker, Ackett & Simmons, 2002). Teacher expertise is another concern.…”

Section: Socioscientific Issuesmentioning

confidence: 99%

A Decolonial Moment in Science Education: Using a Socioscientific Issue to Explore the Coloniality of Power

Carter¹

2017

RBPEC

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Decolonialism as a politically engaged endeavour interrogating enduring colonial knowledge production is essential to any discussion of global injustices including those that sociocultural approaches to science education seek to challenge and ameliorate. This paper describes a decolonial moment in my own science teaching to undergraduate primary (elementary) preservice teachers around a socioscientific issue of Ethical Clothing/Fashion. The decolonial moment consists of a semiotically guided reading of some of fashion designer Vivienne Westwood’s promotional photographs for The Ethical Fashion Initiative (EFI), a development project in Kenya. Through this reading, differing social and power relations emerge than probably intended, aimed at unsettling the Eurocentric colonial discourses that many students carry with them into the classroom. The paper concludes with a review of both my own, and the pre-service teachers’ reflections on our learning.

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“…This situation has led to a significant number of research studies completed on argumentation's influence on science education, both at national and international levels (Aufschnaiter, Erduran, Osborne, & Simon, 2008;Aydeniz, Pabuccu, Cetin, & Kaya, 2012;Cetin, 2014;Dawson & Venville, 2010;Eskin & Ogan-Bekiroglu, 2013;Eskin & Bekiroglu, 2009;Groom, Sampson, & Golden, 2014;Gultepe & Kilic, 2013;Yalcin Celik, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…There is no existing research that deals with argumentation in terms of conceptual comprehension of students on laboratory courses. Research conducted in laboratory environments has examined the development of students' argumentation skills (Groom et al, 2014) in chemistry laboratories via open-ended inquiry and confirmatory tests (Katchevich, Hofstein, & Mamlok-Naaman, 2013;Katchevich, Mamlok-Naaman, & Hofstein, 2014), the influence of argumentation on students' understanding of nature of science, their argumentation and quizzical skills (Walker, 2011), and students' argumentational qualities (Kind, Wilson, Hofstein, & Kind, 2010;Kind, Kind, Hofstein, & Wilson, 2011).…”

Section: Introductionmentioning

confidence: 99%

Impact of Argumentation in the Chemistry Laboratory on Conceptual Comprehension of Turkish Students

Şekerci¹,

Canpolat²

2014

Edupij

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Aim of this research is to evaluate the impact of argumentation in the chemistry laboratory on conceptual comprehension of students. This research follows a triangulation design, categorized under mixed-method design variations, which include both qualitative and quantitative research designs. The research is conducted with 91 first grade university students studying in two different classes of the Department of Science Education, Kazım Karabekir Education Faculty at the Ataturk University, located in eastern Turkey. One class was randomly designated as the experimental group, with another as the control group. Research data was collected via a General Chemistry Laboratory Concept Test (GCLCT) containing 33 items, a test containing ten open-ended items, a semi-structured interview form, and a written feedback form, all designed by the researchers. Data from the GCLCT were analyzed through predictive statistics method, while data from the open-ended questions, semi-structured interview and written feedback form were analyzed through the descriptive analysis method. It is concluded from this research, that there is statistically significant difference between the GCLC post-test averages of the experimental and control groups. It was found that when compared to the control group, the proportion of experimental group students who answered the GCLC post-test items correctly is higher. In addition to this, the proportion of students who demonstrated misconceptions were higher in the control group students compared to the experimental group. It is concluded by this research, that argumentation provides more effective results in terms of comprehension of fundamental chemistry concepts, when compared to a traditional approach.

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Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues

Cited by 48 publications

References 39 publications

Encouraging Science Communication through Deliberative Pedagogy: A Study of a Gene Editing Deliberation in a Nonmajors Biology Course

Encouraging Science Communication through Deliberative Pedagogy: A Study of a Gene Editing Deliberation in a Nonmajors Biology Course

A Decolonial Moment in Science Education: Using a Socioscientific Issue to Explore the Coloniality of Power

Impact of Argumentation in the Chemistry Laboratory on Conceptual Comprehension of Turkish Students

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