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
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.
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页码:356 / 372
页数:16
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