Systematically reviewing the potential of scientific argumentation to promote multidimensional conceptual change in science education

Li, Xiaoshan; Wang, Wenjing; Li, Yanyan

doi:10.1080/09500693.2022.2070787

Cited by 8 publications

(3 citation statements)

References 41 publications

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“…Scientific argumentation skills assist students in reasoning (Zhu et al, 2017). In the classroom, argumentation can be used to explain a scientific process (Heng et al, 2015;Li et al, 2022). The inclusion of socio-scientific issues in the learning process can facilitate the development of students' argumentation skills (Ladachart & Ladachart, 2021).…”

Section: Argument Identificationmentioning

confidence: 99%

Protist literacy: A novel concept of protist learning in higher education

Hardianto,

Mahanal,

Susanto

et al. 2024

EURASIA J Math Sci Tech Ed

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Protist education in universities primarily focuses on acquiring knowledge about species classification within the protist. Protist literacy emerged as a theoretical framework exploring the interplay between humans and protists within daily existence. This systematic literature review (SLR) provides a comprehensive understanding of protist literacy and identifies several dimensions. This SLR utilized PRISMA diagram to execute the inclusion and exclusion methods. According to SLR results, the concept of protist literacy refers to the ability of university students to analyze, comprehend, and implement the knowledge of protists to solve everyday problems. Protist literacy consists of seven dimensions: conceptual knowledge, relation information, fact evaluation, real solution, argument identification, self-confidence, and scientific value. The results of the current study imply that protist literacy is a potential variable to be further explored in protist learning.

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Section: Argument Identificationmentioning

confidence: 99%

Protist literacy: A novel concept of protist learning in higher education

Hardianto,

Mahanal,

Susanto

et al. 2024

EURASIA J Math Sci Tech Ed

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“…Because intelligence is a potential provision that will facilitate learning to produce optimal learning achievement, Intelligence emotion cannot function properly without the participation of emotional intelligence. The balance of emotional intelligence and intelligence can affect human resources and the mindset of society, especially educators (Rahmawati, 2018;Li, Wang, & Li, 2022;Maria et al, 2023). The essence of intelligence is the ability to set and maintain a goal, to make adjustments to achieve that goal, and to assess the state of the self critically and objectively (Sulistiyono, 2020;Evans, & Achiam, 2021;Mérida-López, & Extremera, 2022).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Emotional Intelligence on Science Learning Achievement

Nada,

Mustapa,

Harahap

et al. 2023

Edu. Jur. Pend. Fis

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This research is one of the first studies to explore the level of emotional intelligence and level of learning achievement of class VIII students on style material in Indonesia. The research method used is quantitative research. The population in this study consisted of all students in class VIII of Junior high school 16 Jambi City and Junior high school Izzuddin Shah. The sampling technique used was random sampling. The research instrument used was a statement questionnaire given to students. The data analysis used was descriptive statistics. The results of research on students’ emotional intelligence showed that they were in the good category with a percentage of 42% at Junior high school 16 Jambi City and in the good category with a percentage of 52% at Junior high school Izzuddin Shah. The findings provide new insights and implications for enhancing the emotional intelligence and learning achievement of students, especially on style material, in the Indonesian context.

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“…Recently, research on conceptual change has integrated various theories to support students' learning in many aspects McLure et al (2020),. for example, utilized the conceptual change model or cognitive conflict model, social construction, and scientific ontological model to explore the process of conceptual change and suggest strategies (the thinking frames approach) for promoting conceptual change Li et al (2022). explored the potential of scientific argumentation in promoting multidimensional conceptual change.…”

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confidence: 99%

The Effect of Game-based Learning on Student’s Conceptual Change in Bioaccumulation and Biomagnification

Wichaidit,

Sumida

2023

SEI

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The conceptual change approach has been a prevalent theoretical foundation for comprehending students’ acquisition of scientific knowledge. Despite its extensive use, only a limited number of studies have employed this framework to examine the effectiveness of game-based learning (GBL). The GBL was utilized to teach 101 middle school students concerning bioaccumulation and biomagnification concepts. Concept cartoons were used for pre- and post-test to assess the extent of conceptual change. Students’ reflections were employed to understand the emotional and social aspects analyzed by content analysis. The result indicated that before engaging in the GBL activity, most students had limited concepts of bioaccumulation (50%) and held partially accurate concepts of bioaccumulation without biomagnification (49%). After learning with the game activity, the students changed their concepts range from limited concepts to accurate concepts of bioaccumulation and biomagnification. The Wilcoxon signed-rank test revealed a significant change (Z = 2850, p ≤ 0.001), with an effect size of 1.00 indicating a large effect. This result provided evidence of the cognitive and the intentional aspects of conceptual change in which students extended their conceptions through GBL experiences. Furthermore, the students reported feeling joyful and expressed positive sentiments toward the learning activity and collaborative work.

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Systematically reviewing the potential of scientific argumentation to promote multidimensional conceptual change in science education

Cited by 8 publications

References 41 publications

Protist literacy: A novel concept of protist learning in higher education

Protist literacy: A novel concept of protist learning in higher education

Analysis of Emotional Intelligence on Science Learning Achievement

The Effect of Game-based Learning on Student’s Conceptual Change in Bioaccumulation and Biomagnification

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