When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue

Albe, Virginie

doi:10.1007/s11165-007-9040-2

Cited by 199 publications

(158 citation statements)

References 42 publications

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“…SSIs have been included in many carefully designed teaching interventions (see, for example, Albe, 2008;Sadler & Zeidler, 2004;Tomas, Ritchie, & Tones, 2011;Walker & Zeidler, 2007;Zohar & Nemet, 2002). They have also been included in science courses that receive a recognised qualification, such as the Dutch ANW (Public Understanding of Science) course (which in 1999 was compulsory for all 15 -19-year-olds, see Eijkelhof & Kapteijn, 2000) and, in England, in specific post-16 (and non-compulsory) biology and chemistry courses (Hughes, 2000;Lewis & Scott, 2006).…”

Section: Introductionmentioning

confidence: 99%

Socioscientific Issues and Multidisciplinarity in School Science Textbooks

Morris

2013

International Journal of Science Education

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Section: Introductionmentioning

confidence: 99%

Socioscientific Issues and Multidisciplinarity in School Science Textbooks

Morris

2013

International Journal of Science Education

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“…Ratcliffe (1997)'nin fen müfredatındaki sosyo-bilimsel konularla ilgili öğrencilerin karar verme durumlarının incelendiği çalışmasında da, sosyo-bilimsel konularla ilgili karar verme durumlarında öğrencilerin bilimsel gerekçeler en önemli nedenler arasında yer almamaktadır. Albe (2008) ve Kolsto (2001 sosyo-bilimsel konularda öğrencilerin argümanlarında teknolojik ve bilimsel bilginin küçük bir rol oynadığını belirtmişler, Kolsto (2006) yaptığı araştırmada öğrencilerin sosyo-bilimsel bir konu hakkında karar verirken ürettikleri argümanlarda, bilimsel teoriler ve bilimsel içerikli bilgiye başvurmadıklarını tespit etmiştir. Sadler ve Donnelly (2006)'nin gerçekleştirdiği çalışmada da katılımcıların fen kavramlarını kullanmadıkları tespit edilmiştir.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

“…Sosyo-bilimsel konularda argümantasyon ve karar verme, öğrencilerin günlük yaşamlarındaki problemleri çözmek için fen derslerinde öğrendiklerini kullanmasını sağlar (Simonneaux, 2007). Bu nedenle bu konulara yönelik tartışmalara derslerde yer verilmesi gerekmektedir (Albe, 2008).…”

Section: Introductionunclassified

“…Bunun sebebi olarak sosyo-bilimsel konularla ilgili argümanlarda, bireylerin fen derslerinde öğrendiklerini dikkate almamalarını ileri sürmüşlerdir. Albe (2008) ve Kolsto (2001) sosyo-bilimsel konularda öğrencilerin argümanlarında teknolojik ve bilimsel bilginin küçük bir rol oynadığını belirtmişlerdir.…”

Section: Introductionunclassified

“…Ratcliffe (1997)'nin fen müfredatındaki sosyo-bilimsel konularla ilgili öğrencilerin karar verme durumlarının incelendiği çalışmasında da, sosyo-bilimsel konularla ilgili karar verme durumlarında öğrencilerin başvurduğu bilimsel gerekçeler en önemli nedenler arasında yer almamaktadır. Albe (2008) Argümantasyon ve sosyo-bilimsel konularda argümantasyon ile ilgili çalışmaların çoğu öğrencilerin sözlü argümantasyonları üzerine odaklanmıştır (Driver, Newton ve Osborne, 2000, JimenezAlexander, Rodriguez ve Duschl, 2000. Fakat yazılı argümanlar fen eğitimi için benzersiz olanaklar sağlamakta ve çözülmesi gereken sorunları ortaya çıkarmaktadır (Akt., Kelly, Regev ve Prothero, 2007).…”

Section: Introductionunclassified

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Akkuyu Nükleer Santrali Konusunda Üretilen Yazılı Argümanların İncelenmesi

Demircioğlu¹,

Uçar²

2014

İlköğretim Online

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ABSTRACT. The purpose of the study was to investigate and describe pre-service elementary science teachers' written arguments related to Mersin-Akkuyu Nuclear Power Plant in terms of reasoning mode, Toulming argumentation model and argumentation levels. A single group pre/post-test design was administered to investigate participants written arguments about Akkuyu Nuclear Power Plant. The result of the study was that when the preservice science teachers' knowledge about the socio-scientific issues increased, their multiple reasoning modes increased too. Furthermore, it was found that the most generated argument was ecologic oriented while the least was social oriented. The result of the study also showed that when the argumentation level increased, the reasoning mode tended to increase as well. Key Words: Argumentation, socio-scientific issues, Akkuyu, nuclear Power Plant, science education SUMMARY Purpose and significance:The purpose of the study is to investigate the written arguments of pre-service elementary science teachers' reasoning modes and argumentation levels about the Nuclear Power Plant which is going to be constructed in Mersin-Akkuyu reagent. The importance of the study is to document pre-service elementary science teachers' reasoning modes and argumentation levels about a socioscientific issue.Method: A total of 38 pre-service elementary science teachers from Adana, which is the neighbor city where the nuclear power plant is going to be constructed, were participated in the study. A single group pre/pose-test design was administered. Written arguments were analyzed before and after reading an article about the nuclear power plant. Participants' reasoning modes were categorized based on the Patronis et al., and Wu & Tsai's work and participants' argumentation levels were categorized based on the Toulmin and Osborne, Erduran & Simon's work. Results:Investigation of pretest showed that ecological reasoning mode was the dominant mode which was the main reason of participants' decisions. On the other hand, economic, scientific-technological reasoning modes besides the ecological were the main reasons according to posttest results. Participants who were in lower argumentation levels during the pretest tended to change their decision regarding the construction of a power plant. However, participants who were in higher argumentation levels tended to be stable in their decision. Overall finding from the study was that when the teachers' knowledge about the socio-scientific issues increased, multiple reasoning modes increased, too. The most general reasoning mode was the ecological mode while the least general modes were social mode. There was also a parallel increase of argumentation levels and multiple reasoning modes. The higher the argumentation level participants had, the more multiple reasoning modes they had. Discussion and Conclusions:The findings were supported by other studies, which were reported in the literature. Some practical implications come to forward in the current study. Pre-service teac...

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An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts

Martins

Macagno

2022

Science Education

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Most of the tools developed in the area of Science Education aimed at analyzing either the product or the process of argumentation do not consider the following: (a) arguments are a part of dialogues, (b) dialogues present different objectives, (c) dialogues start from different assumptions, and (d) dialogues shape the roles and moves of interlocutors. This paper intends to address the analysis of argumentative exchanges within educational science dialogues considering several aspects of argumentation that have neglected to be investigated in the field of education, such as the relations among individual moves and the dialogues they are part of, and the influence of such moves on knowledge construction. Toward this purpose, a proposed tool is presented, which describes argumentative dialogues in science teaching contexts across the varied and interrelated dimensions. This tool, consisting of six analytical aspects, is applied to high school chemistry students' argumentative dialogues taking place during modeling activities. Data collection (involving audio and video recording plus observations made by the researchers) revealed the main affordances of this tool as follows: (a) favoring an understanding of the individual and collective students' intentions; (b) enabling the characterization of argumentative discourse beyond the moves of refuting, questioning and providing support; (c) enabling the identification of whether knowledge construction has occurred; and (d) the possibility of analyzing teaching situations across different contexts. Thus, the tool supports the descriptions and analyses of the scientific argumentation process and the associated knowledge construction by students.

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When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue

Cited by 199 publications

References 42 publications

Socioscientific Issues and Multidisciplinarity in School Science Textbooks

Socioscientific Issues and Multidisciplinarity in School Science Textbooks

Akkuyu Nükleer Santrali Konusunda Üretilen Yazılı Argümanların İncelenmesi

An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts

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