The Effects of a Collaborative Argumentation Intervention on Chinese Students' Socioscientific Issues Decision-Making

Autor/inn/en	Zhu, Yucheng; He, Aiwen
Titel	The Effects of a Collaborative Argumentation Intervention on Chinese Students' Socioscientific Issues Decision-Making
Quelle	In: Journal of Educational Research, 115 (2022) 6, S.317-332 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Yucheng) ORCID (He, Aiwen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2022.2150996
Schlagwörter	Persuasive Discourse; Social Problems; Decision Making; Sanitation; High School Students; Lecture Method; Cooperative Learning; Program Effectiveness; Ethics; Evidence; Group Activities; Science and Society; Interdisciplinary Approach; Peer Influence; Foreign Countries; Pollution; Ecology; China + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Social problem; Soziales Problem; Decision-making; Entscheidungsfindung; Betriebshygiene; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kooperatives Lernen; Ethik; Evidenz; Gruppenaktivität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Schadstoffbelastung; Ökologie
Abstract	This study investigates the effect of group collaborative argumentation on the quality of decision-making on waste incineration of socioscientific issues (SSI). To achieve this, fifty-nine high school students engaged with a lecture-style class that did not use any argumentation activities. They then completed an individual survey aimed at examining individual decision-making, as the pre-test. The participants then received a two-week pedagogical intervention of collaborative argumentation, after which they completed the same survey again, as the post-test. The results showed that, after the argumentation intervention, students made more statements that considered ethical issues and policies. In addition, students defended their positions with more in-depth analysis supported by sufficient and scientific evidence. These findings reveal that argumentation facilitates students' growth in interdisciplinary thinking and improves the quality of their decision-making on the SSI. Implication was group argumentation will be of great value to the more widespread implementation of the SSI curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01