Science Teachers’ Argument Types and Supporting Reasons on Socioscientific Issues: Covid-19 Issue

Atabey, Nejla

doi:10.52380/ijpes.2021.8.2.500

Cited by 6 publications

(11 citation statements)

References 2 publications

(2 reference statements)

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“…They finetune a Bart-large model (Lewis et al, 2020) to automatically identify the stance. One more dataset related to the COVID-19 pandemic is collected by seven science teachers through three scenarios (Atabey, 2021). This dataset contains not only stances about vaccination, curfew and distance education, but also arguments and supporting reasons that might construct an argument mining dataset.…”

Section: Previous Workmentioning

confidence: 99%

RuArg-2022: Argument Mining Evaluation

Kotelnikov,

Loukachevitch,

Nikishina

et al. 2022

Preprint

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Argumentation analysis is a field of computational linguistics that studies methods for extracting arguments from texts and the relationships between them, as well as building argumentation structure of texts. This paper is a report of the organizers on the first competition of argumentation analysis systems dealing with Russian language texts within the framework of the Dialogue conference. During the competition, the participants were offered two tasks: stance detection and argument classification. A corpus containing 9,550 sentences (comments on social media posts) on three topics related to the COVID-19 pandemic (vaccination, quarantine, and wearing masks) was prepared, annotated, and used for training and testing. The system that won the first place in both tasks used the NLI (Natural Language Inference) variant of the BERT architecture, automatic translation into English to apply a specialized BERT model, retrained on Twitter posts discussing COVID-19, as well as additional masking of target entities. This system showed the following results: for the stance detection task an F1-score of 0.6968, for the argument classification task an F1-score of 0.7404. We hope that the prepared dataset and baselines will help to foster further research on argument mining for the Russian language.

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Section: Previous Workmentioning

confidence: 99%

RuArg-2022: Argument Mining Evaluation

Kotelnikov,

Loukachevitch,

Nikishina

et al. 2022

Preprint

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“…Despite of an advanced development of medical knowledge and technology as well as health services, many diseases occur and potentially threat our quality of life. As a contemporary instance, covid-19 pandemic which caused by SARS Co-2 virus has been has a significant impact to all of us globally, not only for health condition, but also toward life aspects we live in, such as economics and education activity (Atabey, 2021). It is an interesting to view that dealing with health issues caused such by covid-19, some people may apply their scientific knowledge and have a well-informed perspective as well as decision to respond it.…”

Section: Introductionmentioning

confidence: 99%

“…Considering the state of health issue related to covid-19 above described, it is clearly viewed that the issue can be defined as one of socio-scientific issues (SSI) (Atabey, 2021;Grace & Bay, 2011). SSI represent issues where scientific knowledge and socio-cultural dimensions are interrelated and presenting conflicts or dilemma faced by society and lead to multiperspectives confrontation amongst individuals (Sadler, 2011;Zeidler & Nichols, 2009).…”

Section: Introductionmentioning

confidence: 99%

A narrative inquiry of socio-scientific issues-based e-learning development in biology to promote student health literacy

Subiantoro

Handziko

Wibowo

2021

Biosfer

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Study on e-learning implementation has been growing as a great interest particularly in biology education research and practice. Whilst a number of research has shown various modes of e-learning, however, there is still a lack of understanding on how e-learning can be applied for health literacy orientation in biology instruction. This research aimed to develop a conceptual framework of SSI-based e-learning in biology to promote student health literacy. This research was conducted in narrative inquiry design. Nine people including five biology teachers, two experts in health education and two science teachers who are practitioners in e-learning implementation were voluntarily participated in this research. Data of this research are experiences, knowledge, or perspectives that were expressed by participants and were collected through semi-structured interviews. Thematic analysis approach was employed to analyse the data in three stages with trustworthiness and authenticity were applied for quality standard. Research findings show that there are three main aspects that need to be considered in developing an intended framework. These are: 1) e-learning platform could be used, 2) SSI-based learning pathways arranged in e-learning mode, and 3) additional e-learning elements need to be provided. Hence, these three aspects play essential roles in underpinning the framework of SSI-based e-learning in biology to promote student health literacy.

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“…In addition, Atabey (2021) reported that a middle school science teacher used argumentation to introduce topics related to COVID-19 such as vaccines and distant education.…”

Section: Teaching Of Covid-19 Pandemic In Middle Schoolmentioning

confidence: 99%

“…Any field could address a real-world problem, yet the use of active learning activities including SSIs is significant in immunology. In the Immunology context, debates about COVID-19 vaccination are among the "hottest" controversies nowadays (Atabey, 2021). Upon teaching COVID-19 pandemic in a science classroom, students gained the opportunity to use their scientific knowledge and evidence to engage in arguments which allowed them to take reasonable and effective democratic decisionmaking solutions (Davisson, 2019;Lindahl et al, 2019).…”

Section: Teaching Of Covid-19 Pandemic In Immunologymentioning

confidence: 99%

Integration of COVID-19 Pandemic in Teaching Middle School Biology. (c2022)

Hijazi¹

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Scientific literacy is a major goal of school science education in different parts of the world, including Lebanon. One way of developing scientific literacy includes addressing socioscientific issues in science classrooms. Socioscientific issues are open-ended controversial issues related to science and influenced by other factors such as economics, ethics, and politics. Currently, one of the world’s controversial socioscientific issues is COVID-19 pandemic. Pandemics are not solely a function of pathogens but also a consequence of change in society’s structure and performance. This pandemic should be taken as an opportunity to prepare scientifically literate citizens who can take responsible decisions. However, previous research shows that COVID-19 is mainly addressed as a pathogen to treat rather than an opportunity to bring it into school science classrooms as an important socioscientific issue. This study uses multiple case studies to explore how grade 8 biology teachers integrate the topic of COVID-19 pandemic within the context of an immunology unit, and to understand the extent to which they address it as a socioscientific issue. The participants were five grade 8 biology teachers from five private schools in Beirut, Lebanon. Qualitative data sources including semi-structured interviews, classroom observations, and teacher lesson plans were utilized. Data from transcribed interview responses, lesson plans, observational protocol, and the researcher’s journal were analyzed using qualitative thematic analysis as well as triangulated. The findings of this study revealed that the participating grade 8 biology teachers integrated COVID-19 pandemic upon teaching the immunology unit but were not aware of teaching COVID-19 as a socioscientific issue. The results showed that mainly the health aspect of teaching COVID-19 as a socioscientific issue was tackled in the participants’ classrooms. Although this study is limited to five middle school science teachers in Lebanon, the findings raise recommendations for future research.

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Science Teachers’ Argument Types and Supporting Reasons on Socioscientific Issues: Covid-19 Issue

Cited by 6 publications

References 2 publications

RuArg-2022: Argument Mining Evaluation

RuArg-2022: Argument Mining Evaluation

A narrative inquiry of socio-scientific issues-based e-learning development in biology to promote student health literacy

Integration of COVID-19 Pandemic in Teaching Middle School Biology. (c2022)

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