Blending Creative Drama and Computer-Supported Collaborative Learning for Socioscientific Argumentation

Abstract

Argumentation has received a significant amount of attention from the science education community. To implement this important teaching method and scientific practice in science classrooms, curriculum reforms have recommended incorporating socioscientific issues. Research indicates that students have difficulty organizing information about complex socioscientific issues; students also tend to ignore counterclaims and only use evidence that supports their own views. Therefore, alternative teaching strategies should be used to overcome this barrier. This chapter advocates for blending creative drama and computer-supported collaborative learning in the context of socioscientific argumentation; it concludes with an instructional sequence for successful decision making about these issues.

Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic

“…In this regard, the contribution of our study is that it provides research evidence to demonstrate the usefulness of Baker's (2002Baker's ( , 2003 conditions to engage students in the co-construction not only of arguments but also of counterarguments. This is an authentic contribution if we acknowledge the need to give students opportunities to not only construct arguments, but to value diverse viewpoints and anticipate counterarguments (Erduran et al, 2022, Namdar & Namdar, 2021. Erduran et al (2022) insist that the formulation of reason-based and/or evidence-based arguments is a fundamental aspect of the argumentative process.…”

“…We claim that OVAI can be a means to provide students with explicit opportunities to coconstruct reason-based and/or evidence-based arguments and counterarguments. This claim emerges as a response to Namdar and Namdar's (2021) call to give students opportunities to not only develop arguments but to go further by means of the formulation of counterarguments. They explain that this is fundamental to help students avoid adopting biased attitudes when making decisions.…”

OLJ December 2022 26(4)

“…In this regard, the contribution of our study is that it provides research evidence to demonstrate the usefulness of Baker's (2002Baker's ( , 2003 conditions to engage students in the co-construction not only of arguments but also of counterarguments. This is an authentic contribution if we acknowledge the need to give students opportunities to not only construct arguments, but to value diverse viewpoints and anticipate counterarguments (Erduran et al, 2022, Namdar & Namdar, 2021. Erduran et al (2022) insist that the formulation of reason-based and/or evidence-based arguments is a fundamental aspect of the argumentative process.…”

“…We claim that OVAI can be a means to provide students with explicit opportunities to coconstruct reason-based and/or evidence-based arguments and counterarguments. This claim emerges as a response to Namdar and Namdar's (2021) call to give students opportunities to not only develop arguments but to go further by means of the formulation of counterarguments. They explain that this is fundamental to help students avoid adopting biased attitudes when making decisions.…”