Introducing High School Biology Students to Argumentation About Socioscientific Issues

被引：32

作者：

Dawson V. ^{[1
]}

Venville G. ^{[2
]}

机构：

[1] Curtin University, Bentley

[2] Graduate School of Education, University of Western Australia, Nedlands

来源：

Canadian Journal of Science, Mathematics and Technology Education | 2013年 / 13卷 / 4期

关键词：

D O I：

10.1080/14926156.2013.845322

中图分类号：

学科分类号：

摘要：

The purpose of this research was to determine whether teaching argumentation to high school biology students improved their argumentation skills, informal reasoning, and genetics understanding. Using a quasi-experiment with mixed methods of data collection, five teachers participated in professional learning on argumentation and socioscientific issues and then explicitly taught argumentation skills in a genetics context. Using a written survey, the experimental group of students (n = 133) improved significantly more in their argumentation skills (p <.001), ability to use rational informal reasoning (p <.001), and genetics understanding (p <.001) than the control group of students (n = 160) who studied the same genetics topic without being taught argumentation skills. © 2013 Copyright Taylor and Francis Group, LLC.

引用

页码：356 / 372

页数：16

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