Effects of Inquiry-Based Agriscience Instruction and Subject Matter-Based Instruction on Student Argumentation Skills

Autor/inn/en	Thoron, Andrew C.; Myers, Brian E.
Titel	Effects of Inquiry-Based Agriscience Instruction and Subject Matter-Based Instruction on Student Argumentation Skills
Quelle	In: Journal of Agricultural Education, 53 (2012) 2, S.58-69 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2012.02058
Schlagwörter	Evidence; Teaching Methods; Persuasive Discourse; Statistical Analysis; Scientists; Student Attitudes; Quasiexperimental Design; Instructional Effectiveness; Inquiry; Agricultural Education; Secondary School Students; Statistical Significance; Control Groups; Experimental Groups; Student Characteristics; Teacher Characteristics; High School Students + Suchen Sie Ihr Suchwort? Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Statistische Analyse; Scientist; Wissenschaftler; Schülerverhalten; Unterrichtserfolg; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Sekundarschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of this study was to determine the effect of inquiry-based agriscience instruction on student argumentation skills. Argumentation is defined as the student's ability to establish a claim, provide a rationale for steps taken, provide and justify data, recognize alternate conclusions, and provide evidence why the conclusion is correct or the best solution. Developing argumentation skills can aid in developing the next generation of scientists, and help individuals who are not scientists, distinguish evidence from bias. This quasi-experimental study investigated the effect of two teaching methods on student argumentation skills. Inquiry-based instruction was compared to the subject matter approach in 15 agriscience education classes in seven secondary schools across the United States. Univariate analysis of covariance, detected a statistically significant difference between groups on argumentation skills. Those students taught through inquiry-based instruction had higher argumentation skill than students taught through the subject matter approach. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10