Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review

Jones, Lindsey

doi:10.1179/1557069x13y.0000000032

Cited by 13 publications

(6 citation statements)

References 43 publications

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“…The students in the other groups were four times more likely to adopt the arguments of the epistemic group. This finding supports previous research, namely epistemic beliefs are strongly related to conceptual change and the quality of the learning process (Jones, 2014;Mao et al, 2018).…”

Section: Discussionsupporting

confidence: 92%

“…Arguments can be used to strengthen new concepts, findings, or theories through critical discussion with various considerations from several people. The result will produce a concept that is stronger, more complete, or even vice versa (Jones, 2014;Lee et al, 2016;Lin & Tsai, 2017). Scientific argumentation should become a general activity that must exist in the learning process.…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of Epistemic Beliefs and Scientific Argument to Improve Learning Process Quality

Rohayati¹,

Syihabuddin²,

Anshori³

et al. 2023

INT J INSTRUCTION

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The formation of scientific arguments by involving constructivist epistemic beliefs will produce deeper knowledge. This study uses a quasi-experimental research method involving 200 students from the science study program, namely biology, chemistry, physics, and mathematics at a public university in Bandung. In the experimental group, students were divided into several groups based on the results of demographic analysis, including absolutists, relativists, and evaluativist. Furthermore, intervention was given to explain the criteria for scientific argumentation and instructions for scientific argumentation. The control group did not experience the division of roles and was not given intervention. The results showed that students in the experimental group produced scientific arguments and carried out the learning process better than the control class. The increase in the quality of the argumentation is marked by the number of alternative ideas and thought experiments used in the argument. In detail, of the three groups of students, the evaluative group was more critical and could generate more new ideas when discussing learning topics. In addition, evaluative groups are also more reliable in solving problems correctly. The relativist group shows a less critical and less confident attitude when interacting with others. The implication of this research is that scientific argumentation instruction can be used as an alternative in understanding conceptual and increasing students' epistemic beliefs.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Effectiveness of Epistemic Beliefs and Scientific Argument to Improve Learning Process Quality

Rohayati¹,

Syihabuddin²,

Anshori³

et al. 2023

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…All in all the results of main variables (students, teachers, and educational content, and physical environment) are aligned with the other studies [9,[13][14][15]6]. This study has some limitations included lack of scientific resources, difficulties with the deaf teachers for answering questions, and hard access to schools due to security issues.…”

Section: Discussionsupporting

confidence: 73%

Perspectives of Teachers on Challenges of Teaching in Deaf Schools, Afghanistan

Sanaiy

Khavari

Qanbari

2021

JESBS

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Aims: this study aims to investigate teachers ’perceptions about the challenges of teaching in deaf schools in Kabul city, Afghanistan. Study Design: This study was describing the status of Deaf schools in Kabul. For gathering information used questionnaire. Place and Duration of Study: Sample: teachers participated from three deaf schools across Kabul city. Between September 2020 and June 2021. Methodology: We included 74 (33 men, 41 women). Data was collected through a questionnaire and analyzed with SPSS software. The reliability of the questionnaire was 0.83%. T-test and ANOVA tests were used to analyze data. Results: Results showed there was a significant difference between male and female teachers with challenges of teaching. There were no significant differences among specialist and non-specialist teachers, and experience of teaching with challenges of teaching. Conclusion: there were four factors (students, teachers, content, and physical environment) that influence challenges of teaching.

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“…Students with terrific grades specially benefited from the education intervention, as meditated with inside the big development in overall performance after the intervention for individuals who participated with inside the argument shape ICMScE education. In addition, college students who're to begin with capable of understand greater complicated sorts of arguments can similarly decorate this cap potential with inside the intervention[15,16]. Our effects display that the shift in interest to relational elements among argument additives (ie warrants) indicates the finest development in college students' posttest overall performance.…”

mentioning

confidence: 80%

Improving Scientific Argumentation in University Students Through a Training Approach

Rohayati,

Syihabuddin,

Anshori

et al. 2024

KSS

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The capacity to recognize formal arguments is crucial for clinical literacy. However, college students frequently lack a structural understanding of those arguments, in particular when the arguments are extra complicated. This study used an experimental method with a pre-post-check design. A follow-up of four weeks was used to research whether courses on figuring out the structural additives of casual arguments would enhance college students’ competence to recognize complicated arguments. The course was embedded in a constructivist mastering surroundings, and its content material was primarily based totally on Toulmin’s argument shape model, consistent with which arguments may be deconstructed into numerous purposeful additives: claims, datums, warrants, helping evidence, and rebuttals. Being capable of discovering warrants was primary to clinical literacy due to the fact warrants decide whether an end was justified primarily based totally on data. The effects display that schooling in argument shape typically no longer enhances overall recital for all college pupils and argument kinds, however, it’s miles beneficial for figuring out extra complicated arguments with much less specific systems and relational components among key additives (i.e. warrants). High-reaching college students gain maximum from this intervention, and it additionally enables college students with excessive pretest correctness scores. Our effects advocate that interferences to sell argumentation abilities need to be included in the curriculum, and those interventions need to be designed to shape the skill degree of learners. Keywords: Scientific Argumentation, University Students, Training Approach

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Developing Deaf Children's Conceptual Understanding and Scientific Argumentation Skills: A Literature Review

Cited by 13 publications

References 43 publications

Effectiveness of Epistemic Beliefs and Scientific Argument to Improve Learning Process Quality

Effectiveness of Epistemic Beliefs and Scientific Argument to Improve Learning Process Quality

Perspectives of Teachers on Challenges of Teaching in Deaf Schools, Afghanistan

Improving Scientific Argumentation in University Students Through a Training Approach

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