Nature of Science and Argumentation Instruction in Socioscientific and Scientific Contexts

Autor/in	Khishfe, Rola
Titel	Nature of Science and Argumentation Instruction in Socioscientific and Scientific Contexts
Quelle	In: International Journal of Science Education, 44 (2022) 4, S.647-673 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2050488
Schlagwörter	Scientific Principles; Persuasive Discourse; Undergraduate Students; Student Attitudes; Science Instruction; Teaching Methods; Scientific Concepts; Concept Formation; Student Improvement; Skill Development; Intervention; Foreign Countries; Biological Sciences; Course Content; Comparative Analysis; Vignettes; Middle East + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Abwasserbiologie; Kursprogramm; Vorderasien
Abstract	This study investigated the effect of explicit nature of science (NOS) instruction and explicit argumentation instruction in socioscientific and scientific contexts, on students' NOS conceptions and their argumentation skills. Undergraduate students enrolled in two sections of a science content course were assigned into two groups: Socioscientific Issues-SSI group and Scientific group. The intervention involved two stages for the explicit instruction of NOS and argumentation. In the first stage, NOS and argumentation were taught through activities and tasks for both groups. The second stage was different for the two groups, and it involved engaging participants with argumentation and NOS through SSI scenarios for the SSI group and scientific scenarios for the Scientific group. Data collection included responses to pre- and post-administration of two open-ended questionnaires as well as semi-structured interviews. Results indicated that students in SSI group mostly showed more improvement in their argumentation skills than students in Scientific group in response to SSI scenarios. As for NOS, results indicated that students in the SSI group showed more improvement in their NOS conceptions than students in the Scientific group when responding to SSI scenarios. Yet there was mostly little difference in improvement between two groups when responding to the science topics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01