Argumentation in a Socioscientific Context and its Influence on Fundamental and Derived Science Literacies

Chin, Chi Chin; Yang, Wei; Tuan, Hsiao-Lin

doi:10.1007/s10763-014-9606-1

Cited by 32 publications

(22 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The tests representations promoted students' science learning achievement for argumentation-based reasoning skills up to the higher level. The result provided direct evidences to support students' argumentation-based learning, especially the effective guidance strategy could help them to construct fundamental scientific knowledge (Chin, Yang & Tuan, 2016). In their development of learning activity, group E1 students could provide own superiority with scientific argumentation knowledge to refute opponents' claims as in the cases of group E2 students (Asterhan & Schwarz, 2007).…”

Section: Analyses Of Learning Achievementmentioning

confidence: 84%

“…The advantages of strategic application would play a positive role for students' science learning attitude, enhance problem-solving abilities, facilitate critical thinking skill and promote them for science authentic understanding. As researchers Chin, Yang and Tuan (2016) proposed their interpretations that argumentation could provide some related issues to illustrate essential characteristic of fundamental literacy as wise argumentation-based case leading to facilitate students' science understanding. Therefore, the results indicated that the argumentation-based learning strategy would give an important effect on two experimental group students' positive learning attitude towards science process skills.…”

Section: Analyses Of Learning Attitudementioning

confidence: 99%

“…Up to now, significant approaches of case studies have proved to be an influential tool to examine students' argumentation-based reasoning skills through students' mutual interactions and practices (Jimenez-Aleixandre & Erduran, 2008). To be active participants, students are required to activate their scientific understanding and literacies (Aydeniz, Pabuççu, Çetin, & Kaya, 2012;Çetin, 2014;Chin, Yang, & Tuan, 2016) in search for more scientific accumulations of content knowledge (Venville & Dawson, 2010). After a series of argumentation-based reasoning skills, it becomes students' target learning to develop individual competencies in accordance with whole life attitude of sustainability learning (Tsai, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Study of Argumentation-Based Science Concept Mapping Teaching Approach in Identifying Students’ Learning Performances towards Scientific Process Skills

2020

Int J Env Sci Ed

View full text Add to dashboard Cite

The application for burning incenses case study both indoors and outdoors is a controversial issues of value-laden and moral dilemma in Taiwan. This research aimed at using the argumentation-based case study as burning incenses with concept mapping approach in identifying students' learning performances towards scientific process skills. It was followed by an argumentation-based approach of pre-tests, post-tests and interviews designed for 139 qualified participants. All data collected from two experimental group students' argumentation-based learning performances and feedback was further analyzed by means of open-ended achievement tests, descriptive statistical analysis of learning attitude and the narration of students' interviews. Analytical results indicated that the argumentation-based texts were successfully designed for students' learning guidance by instructor. An evaluation tools with content validity and good reliability (Cronbach's α > .9) were developed to assess students' argumentation-based learning performances. The achievement posttest finding revealed that two experimental group students enhanced their science argumentation skills of higher level than pretests. The further t-test of achievement posttest didn't indicate any significant differences (p> .05) for two experimental group students. Students' positive learning feedbacks also provided the predominant advantage for activating responsive reasons, promoting their critical thinking, enhancing self-confidence of science process skills and supporting teachers in argumentation teaching.

show abstract

Section: Analyses Of Learning Achievementmentioning

confidence: 84%

Section: Analyses Of Learning Attitudementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Study of Argumentation-Based Science Concept Mapping Teaching Approach in Identifying Students’ Learning Performances towards Scientific Process Skills

2020

Int J Env Sci Ed

View full text Add to dashboard Cite

show abstract

“…This also implies a close, complex connection between language use and knowledge-building. In this sense, discursive language use within science education comprises aspects of both fundamental and derived scientific literacy (Chin, Yang, & Tuan, 2016;Hand, Norton-Meier, Gunel, & Akkus, 2016;Norris & Phillips, 2003).…”

Section: Science Education and Instruction As A Hybrid Of Languagesmentioning

confidence: 99%

Meaning-Making in Science from the Perspective of Students’ Hybrid Language Use

Larsson

Jakobsson

2019

Int J of Sci and Math Educ

View full text Add to dashboard Cite

In this article, we assume that discursive language aspects of science education are highly intertwined with students' knowledge-building and meaning-making in science. In an empirical case study, we investigate secondary students' (ages 15 to 16) discursive language use during group interactions. The focus is on how students define and explain the content within everyday or scientific discourses and how their negotiations may influence discussion outcomes. The results suggest that students who can move between everyday and scientific languages benefit from this exchange, while students who only use colloquial language or relate the content to everyday experiences become disadvantaged. Furthermore, important general success factors are students' abilities to establish solid relationships between words, expressions, and scientific terms to discuss, explain, and evaluate the scientific content. The results show important differences in discursive use of language within various school environments.

show abstract

“…Argumentation is seen as the center of co-ordinating theory and evidence in a case to make a conclusion [5], [6] think critically and decide the problem so that the development of social responsibility can be done appropriately [7]- [10] understand about science in a better way [6], [7], well interaction with subject in science [11], literacy intelligence [12], constructing scienctific reasoning [6], [13], helps students understand contextually [14], Able to independently question, criticize, reinforce opinion using strong and accurate evidence, make appropriate judgments so as to accept differences in knowledge in all areas that correlate with ethical and social issues [10].…”

Section: Introductionmentioning

confidence: 99%

Argumentation Quality of Socio-scientific Issue between High School Students and Postgraduate Students about Cancer

Anisa

Widodo

Riandi

2017

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

Abstract. Argumentation is one factor that can help improve critical thinking skills. Arguing means to defend statements with the various data, denials, evidence, and reinforcement that support the statement. The research aimed to capture the quality of argument skills by students in grade 12 high school students and in postgraduate student on social-scientific issues of cancer. Both group subjects are not in the same school or institution, chosen purposively with the subject of 39 high school students of grade 12 in one district of West Java and 13 students of Biology education postgraduate in one of University in West Java -Indonesia. The results of the quality structure of arguments in both subject groups show the same pattern, which is claim -warrant -and ground, with the quality of counterclaim aspects on the postgraduate students look better than grade 12 students. This provides an illustration that the ability in argumentation between students and teachers in the socio-scientific issue of cancer should be evaluate so that the learning process would be more refined in schools.

show abstract

Argumentation in a Socioscientific Context and its Influence on Fundamental and Derived Science Literacies

Cited by 32 publications

References 24 publications

A Study of Argumentation-Based Science Concept Mapping Teaching Approach in Identifying Students’ Learning Performances towards Scientific Process Skills

A Study of Argumentation-Based Science Concept Mapping Teaching Approach in Identifying Students’ Learning Performances towards Scientific Process Skills

Meaning-Making in Science from the Perspective of Students’ Hybrid Language Use

Argumentation Quality of Socio-scientific Issue between High School Students and Postgraduate Students about Cancer

Contact Info

Product

Resources

About