Intersection of argumentation and the use of multiple representations in the context of socioscientific issues

Abstract

Using multiple representations and argumentation are two fundamental processes in science. With the advancements of information communication technologies, these two processes are blended more so than ever before. However, little is known about how these two processes interact with each other in student learning. Hence, we conducted a design-based study in order to distill the relationship between these two processes. Specifically, we designed a learning unit on nuclear energy and implemented it with a group of preservice middle school teachers. The participants used a web-based knowledge organization platform that incorporated three representational modes: textual, concept map, and pictorial. The participants organized their knowledge on nuclear energy by searching, sorting, clustering information through the use of these representational modes and argued about the nuclear energy issue. We found that the use of multiple representations and argumentation interacted with each other in a complex way. Based on our findings, we argue that the complexity can be unfolded in two aspects: (a) the use of multiple representations mediates argumentation in different forms and for different purposes; (b) the type of argumentation that leads to refinement of the use of multiple representations is often nonmediated and drawn from personal experience. ARTICLE HISTORY

A systematic review of argumentation related to the engineering‐designed world

“…Under this category, the two most prevalent examples of claims were whether a nuclear power plant should be built in the participants' region and whether specific types of genetically modified organisms should be produced or allowed. In studies that had been assigned an adoption code, learners did not tend to argue whether a specific design should be adopted—for example, by arguing that a nuclear power plant with boiling water reactors versus pressurized heavy water reactors should be built—but rather they made claims based on the ramifications of a generalized technology as a whole—for example, by arguing that a generic nuclear power plant with non‐specified components should or should not be built in a particular place (e.g., Namdar & Shen, ; Ozturk & Yilmaz‐Tuzun, ).…”

Managing uncertainty in scientific argumentation

“…To date, research on argumentation has emphasized how argument structure is practiced through writing (McNeill, Lizotte, Krajcik, & Marx, ), reading (von der Mühlen, Richter, Schmid, & Berthold, ), or oral discourse (Christodoulou & Osborne, ); how the practices of argument construction, critique, justification, and evaluation are performed (Berland & Reiser, ; Chen, Park, & Hand, 2016; Ford, ); how informal reasoning on socio‐scientific issues is progressed (Sadler, ; Venville & Dawson, ; Zangori, Peel, Kinslow, Friedrichsen, & Sadler, ; Zeidler, Herman, Ruzek, Linder, & Lin, ); how multiple models of representation are adapted to articulate and debate arguments for knowledge development (Namdar & Shen, ; Waldrip & Prain, ); how teachers’ conceptions (Sampson & Blanchard, ) and knowledge (McNeill & Knight, ; Suh & Park, ) for using argumentation relate to their pedagogical decisions; and how teachers orchestrate diverse ideas, alternative concepts, and counterarguments to stimulate productive thinking (Chen, Hand, & Norton‐Meier, 2017; Chin & Osborne, ). Relatively little research has investigated argumentation as an enterprise of managing uncertainty, the role of uncertainty in argumentation, or how teachers manage uncertainty in ways that contribute to students’ conceptual development.…”

Learning with Multiple Representations: Infographics as Cognitive Tools for Authentic Learning in Science Literacy | Apprendre avec des représentations multiples: l'infographie de presse comme outil cognitif pour l'apprentissage authentique en science

“…In the learning process, constructing the infographics helps students to develop non-linear ways of thinking, reasoning and representing (Wu & Puntambekar, 2012). Researchers also determined that using multiple representations, such as infographics and modelling, helps learners to develop scientific argumentation and writing skills (Demirbag & Gunel, 2014;Namdar & Shen, 2016), establish relationship between concepts (Jonassen & Carr, 2000), determine representational adequacy and enhance their representational competence (Gebre & Polman, 2016;diSessa, 2004).…”