A Case Study of Helping In-Service Science Teacher to Teach with the Science-Technology-Society Approach and Its Influence on Students' Scientific Argumentation

Autor/inn/en	Pimvichai, Jirutthitikan; Buaraphan, Khajornsak
Titel	A Case Study of Helping In-Service Science Teacher to Teach with the Science-Technology-Society Approach and Its Influence on Students' Scientific Argumentation
Quelle	In: International Journal of Education and Practice, 7 (2019) 4, S.391-403 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Buaraphan, Khajornsak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	Science Teachers; Science and Society; Scientific Literacy; Persuasive Discourse; Inservice Teacher Education; Scientific Concepts; Instructional Effectiveness; Foreign Countries; Public Schools; High School Students; Grade 10; Thailand + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Persuasion; Persuasive Kommunikation; Lehrerfortbildung; Unterrichtserfolg; Ausland; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This study aims to develop a training workshop to promote the in-service science teachers' ability to teach the topic of Force and Motion to grade 10 students by using the Science-Technology-Society (STS) approach and explore its impacts on students' scientific argumentation patterns. The research methodology was a case study with one participating science teacher, who fully attended the STS workshop designed by the authors. After finishing the workshop, the researchers followed up the teacher by observing his teaching and students' learning with the STS approach and collected all related artefacts. The students' scientific argumentation patterns were analyzed by using the Toulmin's Argument Pattern (TAP) framework. The findings showed that the training workshop helped the participating teacher design the STS-based learning unit in Force and Motion. Also, most of the learning stages in the STS approach promoted the students to generate high quality of scientific argumentation. The study concludes by suggesting further methods of enhancing high quality scientific argumentation in a STS-based training workshop for in-service science teachers. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01