Student views concerning evidence and the expert in reasoning a socio‐scientific issue and personal epistemology

Yang, Fang

doi:10.1080/0305569042000310976

Cited by 42 publications

(38 citation statements)

References 30 publications

(40 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The analysis of responses level zero of argumentation revealed that preservice teachers often had difficulty in providing adequate scientific evidence to support their claims; rather, they relied on personal experiences in their explanations. Preservice teachers' use of their personal opinions to address socioscientific issues rather than scientific data is also reported in past research (Albe, 2008;Hogan and Maglienti, 2001;Yang, 2005). For instance, Yang (2005) reported that students' reasoning modes are more driven by their personal epistemological perspective in environmental decision-making.…”

Section: Discussionmentioning

confidence: 78%

“…Preservice teachers' use of their personal opinions to address socioscientific issues rather than scientific data is also reported in past research (Albe, 2008;Hogan and Maglienti, 2001;Yang, 2005). For instance, Yang (2005) reported that students' reasoning modes are more driven by their personal epistemological perspective in environmental decision-making. While relying on personal opinions may be desirable to initially reveal how students conceptual a given issue, the integration of appropriate content and disciplined arguments is the aim of the pedagogical end game.…”

Section: Discussionmentioning

confidence: 78%

See 1 more Smart Citation

Quality of preservice teachers argumentation in socioscientific issues context

2017

View full text Add to dashboard Cite

This study aimed to explore preservice teachers' (PTs) argumentation quality during socioscientific issues (SSI) based classroom discussions. The participants of the study were 20 PTs from the Department of Elementary Education at a large, research oriented public university in Turkey. Qualitative case study method was used in this study. The study covered four socioscientific issues (food additives, alternative energy sources, climate change, and the industrial revolution). Each issue was discussed in the classroom and each discussion was video recorded. Video recordings were transcribed verbatim and used as data source. Classroom discussions verbatim transcribes were analyzed by using a modified version of Toulmin's argumentation pattern (TAP) model. The modified approach was found to be more conducive to informal argumentation patterns, in order to analyze preservice teachers' use of claims, grounds, warrants, backings, and rebuttals that support their debate positions, as well as their ability to use evidence-based reasoning, form coherent lines of reasoning, and use of correct (appropriate) evidence. Results of the study revealed that preservice teachers' use of evidence to support conflicting ideas tended to increase as their use of incorrect or insufficient use of evidence decreased through the present study.

show abstract

Section: Discussionmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 78%

Quality of preservice teachers argumentation in socioscientific issues context

2017

View full text Add to dashboard Cite

show abstract

“…From a traditional perspective scientific knowledge is believed to be objective, empirical, based on control of nature, universal, value-free and replicable. The post-positivist arguments related to nature of scientific knowledge question the absolute objectivity, universality and value-free assumptions and focus on the constructivist and contextual aspects of scientific knowledge (Pomeroy, 1993;Tsai, 2000;Yang, 2005).…”

Section: Epistemological Beliefsmentioning

confidence: 99%

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

Kaya

2017

JETS

View full text Add to dashboard Cite

The purpose of this study was to investigate the relations between pre-service teachers' scientific epistemological beliefs and goal orientations in 2X2 framework. Scientific epistemological beliefs are domain-specific views of people about nature and acquisition of scientific knowledge, how scientific knowledge is produced, how reliable and valid that knowledge is and how it is shared. Participants were 484 pre-service teachers and 284 (59 %) of them were attending to education faculty and 198 (41 %) of them were graduates who attended teaching certificate program. Scientific epistemological beliefs predicted both mastery (approach-avoidance) and performance (approach-avoidance) goal orientations. The participants who viewed science from a more traditional perspective were more likely to adopt mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, respectively. Moreover, the participants who attended and successfully completed a scientific research methods course formerly had less traditional scientific epistemological beliefs than the participants who had not attended to such a course previously. Theoretical and educational implications of the findings were discussed.

show abstract

“…In science education the notion of 'socio-scientific issues' has been introduced as a way of describing social dilemmas impinging on scientific fields (Gayford, 2002;Kolstoe, 2001;Sadler et al, 2004;Zeidler et al 2002, Yang, 2005. These are issues on which people have different opinions and which have implications in one or more of the following fields: biology, sociology, ethics, politics, economics and/or the environment.…”

Section: Socio-scientific Issuesmentioning

confidence: 99%

Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?

Simonneaux¹,

Albe²,

Ducamp³

et al. 2005

EURASIA J MATH SCI T

View full text Add to dashboard Cite

ABSTRACT. The Universitй des Lycйens (University of High-School Students) was set up in France in order to make scientific knowledge more relevant to students and to combat a growing lack of interest in science among students. The scheme involves a series of lectures to students by scientists, each followed by a debate. The organisers hope that putting students in direct contact with researchers will motivate them and enable them to envisage the nature of science and careers in science in a different way. Each of the three lectures covered by this study focused on a socioscientific issue. In spite of the socio-cultural differences observed, the students have a positive opinion of science, scientists and careers in science. But, in the meanwhile, they believe that scientific research may have negative effects.The lectures had little effect, either on their prior conceptions of science and scientists, nor on their acquisition of knowledge.KEYWORDS. Nature of Science, Socio-Scientific Issues, Careers in Science. FRAMEWORK AND PROBLEMThe Universitй des Lycйens (University of High-School Students) was set up in France by the Mission d'Animation des Agrobiosciences or MAA in order to make scientific knowledge more relevant to students and to combat a growing lack of interest in science among students. The scheme involves a series of lectures to students by scientists, each followed by a debate. The organisers hope that putting students in direct contact with researchers will motivate them and enable them to envisage the nature of science and careers in science in a different way.For each session, the main speaker is a researcher. The researcher covers a scientific field based on his own individual experience but also on the collective experience in his field (i.e. evolution, challenges, constraints, motivation, issues under debate, among others).The lecture is completed by another speaker from another field or professional sector, who reacts to the researcher's speech.

show abstract

Student views concerning evidence and the expert in reasoning a socio‐scientific issue and personal epistemology

Cited by 42 publications

References 30 publications

Quality of preservice teachers argumentation in socioscientific issues context

Quality of preservice teachers argumentation in socioscientific issues context

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?

Contact Info

Product

Resources

About