The influence of students’ position on argumentation learning through online and face-to-face environments

Lin, Yu-Ren

doi:10.1080/09500693.2022.2141082

Cited by 1 publication

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“…Such a tendency "ultimately [leads] into numerous instances of fallacious reasoning and personal attacks (p. 1403)". To sum up, high school students may be lacking in argumentation and science content knowledge, and this lack of knowledge may cause them to rely exclusively on their personal opinions and only a limited amount of relevant information in arguing about SSIs (Lin, 2022;Hong & Chang, 2004;Klopp & Stark, 2022).To provide scaffolds for students' argumentation knowledge, a number of research used Toulmin's argumentation theory (Toulmin, 1958) as a fundamental data analysis foundation (Erduran et al, 2004;Weinberger et al, 2010). Toulmin explains that a sound argument will typically include six elements: data, claims, backings, warrants, rebuttals, and qualifiers (Toulmin, 1958).…”

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confidence: 99%

The Effects of Students’ Standpoints in Argumentation Regarding Socio-Scientific Issues

Lin,

Wei

2024

JBSE

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This study examined the effects of students’ argumentation standpoints on their argumentation learning in the context of socio-scientific issues (SSIs). To that end, four kinds of argumentation standpoints were defined: affirmative standpoints, oppositional standpoints, multiple standpoints, and non-standpoints. These four kinds of standpoints allow for six possible combinations of any two of the different kinds of standpoints, which enabled us to conduct six kinds of 2-team format debates. The resulting differences of students’ four types of arguments (i.e., claims, warrants, rebuttals, and qualifiers) generated in six types of debates were examined. This study invited 208 10th-grade students to participate in a quasi-experimental research design. The results showed the affirmative group students demonstrated superior performance in terms of claims and warrants, and the oppositional group students had the largest number of rebuttals. The students in the debate with combinations of affirmative and oppositional groups exhibited the best performance regarding the generation of claims, warrants, and rebuttals. Based on the results, the present study concluded the standpoint had significant effects on the students’ argumentation learning, which suggests that teachers can investigate students’ standpoint on the learning topic of SSI and their prior knowledge about the standpoint before teaching. Keywords: argumentation learning, science education, socio-scientific issue, student standpoint.

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