The analysis and reconciliation of students’ rebuttals in argumentation activities

Lin, Yu-Ren; Hung, Jeng-Fung

doi:10.1080/09500693.2015.1134848

Cited by 19 publications

(11 citation statements)

References 60 publications

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“…Toulmin's is the research model most often used for the analysis of student's argumentation activities in both contexts. A number of studies have used Toulmin's model of argumentation to investigate the structure of argument (e.g., Conner et al, 2014;Lin & Hung, 2016). In general, there are more research models applied to the study of argumentation in the context of K-12 science.…”

Section: Resultsmentioning

confidence: 99%

“…In the field of science education, argumentation can lead not only to the learning and the advancement of science but also to the creation of argumentative skills (Martins & Justi, 2019). Argumentation is also a central component of the scientific process (Mathis et al, 2017) and an essential competency for science literacy (Lin & Hung, 2016). In addition, argumentation has played an essential role in the curriculum to develop scientific and critical thinking of 52 students, with an increasing number of publications over the past three decades, focused on analyzing the argumentative discourse in the context of science learning (Henderson et al, 2018;Jiménez-Aleixandre & Erduran, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Argumentation in K-12 Mathematics and Science Education: A Content Analysis of Articles

Kartika

Budiarto

Fuad

2020

IJRES

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The current study employed a content analysis approach to analyze and compare argumentation research in K-12 mathematics and science education published on top five academic journals with the highest impact factor from 2010 to 2019. It includes 9 research articles in the field of mathematics education and 77 research articles in the field of science education. The objectives of this study are to examine the similarities and differences in number of articles, contributors by nationality, method and design, subject, model, setting, and research topics. The results show that despite the argumentation research trend in both contexts tends to decrease, there are more researches related to argumentation on science subject compared to mathematics at K-12 level. These results have an impact on the increasingly diverse categories of argumentation studies in K-12 science. The implications of this research can obviously provide insights to the study of argumentation for mathematics education, science, and education researchers.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Argumentation in K-12 Mathematics and Science Education: A Content Analysis of Articles

Kartika

Budiarto

Fuad

2020

IJRES

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“…On his research shows that there is a difficulty experienced by students in constructing the nature of scientific argumentation. Many of the students' arguing ability are still very lack [5]. The lack of students' ability in arguing might be reviewed from how students perform the steps in the reason for learning.…”

Section: ''""mentioning

confidence: 99%

“…However, students were unable to transcribe the evidence or make argument supporting to fit the theory. Thus, at the time of the argument which should provide the scientific nature, most students still use emotional or personal arguments, forming a situation argument type ' win-lose ' on an argument activities [5].…”

Section: ''""mentioning

confidence: 99%

Improving Students’ Argumentation by Providing Analogical Mapping-Based Through Lab Inquiry for Science Class

Diniya

Rusdiana

2018

IOP Conf. Ser.: Mater. Sci. Eng.

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Abstract. Science education researchers will never stop looking for the best way in learning. This is based on the fact that research on this issue has been mostly conducted in 21 century, the present science subject is not only about transferring knowledge but also how the students obtain a knowledge directly. This paper is concerned with one kind of the learnings that can support the students to get a knowledge called as a learning-based on lab inquiry. In Lab Inquiry learning, the students directly experience and look for the solution from a phenomenon through particular ways thus the learning will be more meaningful. Those steps are as follows; observation, asking, conducting an experiment, concluding and communicating. All of them are mainly important includes the communicating step. Communication ability can be viewed from how a student can provide an argument. Argumentation ability of a student will be crucially better if there is a use of analogical mapping-based. In this literature study, it is therefore argued that the students' argumentation ability by that analogical mapping-based can be improved through Lab Inquiry.

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“…SBK temelli öğretimin planlanmasına yönelik var olan çalışmalarda (Presley vd., 2013;Sadler, 2011) yer alan ortak özelliklerden biri öğretime sosyobilimsel konunun sunulması ile başlanmasıdır. Uygulamalara bir video gösterimi ile başlayan çalışmalar (Bosser ve Lindahl, 2017, Atabey ve Topçu, 2017 olduğu gibi bir soru ile (Kim, Anthony ve Blades, 2014;Tekbiyik, 2015), bir metni, ikilemi ya da senaryoyu okuyarak (Lin ve Hung, 2016;Yahaya, Nurulazama ve Karpudewan, 2016) başlayan çalışmalar da mevcuttur.…”

Section: Introductionunclassified

Sosyobilimsel Konu Senaryolarının İncelenmesi: Bir İçerik Analizi Çalışması

Atabey

Topçu

Çiftçi

2018

OPUS Uluslararası Toplum Araştırmaları Dergisi

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Bu çalışmanın amacı, literatürdeki sosyobilimsel konu (SBK) senaryolarının nasıl yazıldığının incelenmesidir. SBK senaryolarını içeren çalışmaların tespit edilmesi amacıyla yapılan literatür taramasında üç temel kriter belirlenmiştir: (a) Çalışmaların son beş yılda yayınlanmış olması, (b) hakemli dergilerde yayınlanan çalışmalar olması, (c) SBK içeriklerinin çalışmalarda senaryo olarak tanımlanması. İlgili veri tabanları "sosyobilimsel konular", "sosyobilimsel konu senaryoları" ve "sosyobilimsel argümantasyon" anahtar kelimelerinin hem Türkçe hem de İngilizce versiyonları kullanılarak taranmıştır. Literatür taraması sonucunda kura yöntemi ile seçilen yedi makale içerisinde yer alan on beş SBK senaryosu içerik analizine tabi tutulmuştur. Analizler, SBK senaryoları yazılırken, sosyobilimsel konu ile ilgili tarafsız, olumlu ya da olumsuz bilgilere ne derece ve hangi sırayla yer verilmesi gerektiği noktasında bir fikir birliği olmadığını göstermiştir. Ancak gerçek yaşamla ilişkili olan, insanlık için önem arz eden, tartışma fırsatı sunan ve hedef öğretim programı ile ilişkili konuların seçilmesi noktalarında bir uyum olduğu tespit edilmiştir. Mevcut çalışmanın SBK senaryolarının yazılması ve SBK temelli öğretimlerde bu senaryoların kullanılması açısından literatüre katkı sağlayacağı düşünülmektedir.

show abstract

The analysis and reconciliation of students’ rebuttals in argumentation activities

Cited by 19 publications

References 60 publications

Argumentation in K-12 Mathematics and Science Education: A Content Analysis of Articles

Argumentation in K-12 Mathematics and Science Education: A Content Analysis of Articles

Improving Students’ Argumentation by Providing Analogical Mapping-Based Through Lab Inquiry for Science Class

Sosyobilimsel Konu Senaryolarının İncelenmesi: Bir İçerik Analizi Çalışması

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