Scrutinising the positions of students and teacher engaged in argumentation in a high school physics classroom

Wang, Jianlan

doi:10.1080/09500693.2019.1700315

Cited by 11 publications

(11 citation statements)

References 40 publications

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“…The articles on the branch of physics and physics education at the high school education level include: an examination of variations in scientific content knowledge competence and individual rhetorical argumentation skills to shape the dynamics of class social argumentation (Wang, 2020); students' conceptual understanding varies based on cognitive thinking and treatment of dualism Particle waves (Balabanoff et al., 2020); transfer of argumentation procedures and knowledge for pre‐service teacher lesson plans show psychological features and formations consistent with abstraction and attention to students' argumentation (Quinlan, 2020); empowering teacher evaluations to practice changing toward an inquiry‐based approach (Quinlan, 2021); students' epistemic cognition in physics problem‐solving environments (Lindfors et al., 2020), ethno dance (cultural dance) and identity of Black students as a place of expression of the brilliance, competence and creativity of the Black body of Black people (Chappell & Varelas, 2020); students' adherence to understanding epistemic knowledge in evaluating claims (Leung, 2020); negotiation in scientific argumentation among members of the group ‘Simple Machines: Pulleys and Levers’ (Kanlı & Yavaş, 2021); the role of emotions induced by direct feedback in physics problem‐solving activities (Lee, Jeon, et al., 2021); use of knowledge chunks and context features during the transfer process in physics assignments (Gysin et al., 2021); and development of control measures for scientific reasoning tests (Van Vo & Csapó, 2021).…”

Section: Resultsmentioning

confidence: 99%

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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Section: Resultsmentioning

confidence: 99%

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

View full text Add to dashboard Cite

show abstract

“…This activity is in accordance with physics, where students must be more critics [26]. Therefore, students' scientific argumentation skills need to be improved during the teaching of physics [27]. In this study, Paired sample t-test, independent sample t-test and ANOVA mixed design, and Homogenity test were used to analysis data.…”

Section: Resultsmentioning

confidence: 99%

The impact of problem-based learning with argument mapping and online laboratory on scientific argumentation skill

Jumadi

Perdana

Riwayani

et al. 2021

IJERE

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Students in Indonesia still have the low level of scientific argumentation skills. This studypurposed to examine the impact ofProblem-based Learning (PBL) with Argument Mapping and Online Laboratory in improving the scientific argumentation skill. It describes the significance of the differences between participants who learn through PBL, PBL with Online Laboratory (PBL-OL), Problem-based Learning with Argument Mapping and Online Laboratory (PBL-AMOL) model. The population of this study were students from Madrasah Aliyah Negeri (MAN) Yogyakarta, Indonesia with a random sampling technique. This was quasi-experiment with pre and post test designs. In this study, there were 97 students at MAN 1 as respondent. Paired sample t-test, independent sample t-test and ANOVA mixed design was used to analysis data. The PBL-AMOL group has a significant difference based on pre-test and post-test (sig. 0000). The PBL-AMOL was most effective to improve the skill with gain score 0.43 (medium). Learning with the PBL-AMOL model can be an alternative to solve the problems of creative thinking skill.

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“…Different from what happens in science, where there is the production of new knowledge and scientists need to convince their peers of the validity of the knowledge that has been produced (Osborne & Dillon, 2010), in the classroom environment the students deal with canonical knowledge, that has been validated and confirmed as legitimate by the scientific community (Osborne, 2014). In addition, they have access to a lot of information on the phenomena being investigated, and the content which their teacher has worked on, based on teaching materials or online search engines (Wang, 2020). Therefore, the students well know that there is a consensus answer, and that the teacher knows the explanation for the phenomenon under investigation.…”

Section: Discussionmentioning

confidence: 99%

Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge

Ibraim

Justi

2022

IENCI

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In argumentation-based science teaching, teachers play an important role and are the main party responsible for the introduction of argumentation in classrooms. In this study, we discuss how actions that contribute to science teaching involving argumentation are expressed by a teacher on leading different types of didactic sequences, and how such actions relate to teachers’ knowledge with regard to argumentation and teachers’ pedagogical content knowledge (PCK). For this reason, we have constructed an instrumental case study, based on the observation of four didactic sequences led by an experienced teacher, and through interviews with her. From their analysis, we conclude that the goals set by the teacher in the didactic sequences have had an influence upon the actions that contribute to science teaching involving argumentation shown by the teacher, suggesting a strong link between the elements of PCK and those of the Knowledge for Teachers’ Actions through Argumentation. As possible consequences, we draw attention to the need to add value to a hybrid method for teaching argumentation, involving implicit and explicit teaching, as well as the proposal of the set of actions that contribute to science teaching involving argumentation. This can contribute towards the investigations into the role of teachers within argumentation-based science teaching, and to teacher education.

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Scrutinising the positions of students and teacher engaged in argumentation in a high school physics classroom

Cited by 11 publications

References 40 publications

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

The impact of problem-based learning with argument mapping and online laboratory on scientific argumentation skill

Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge

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