ERIC Number: EJ1021903
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 74
Students' Argumentation Skills across Two Socio-Scientific Issues in a Confucian Classroom: Is Transfer possible?
Foong, Chan-Choong; Daniel, Esther G. S.
International Journal of Science Education, v35 n14 p2331-2355 2013
This paper argues the possible simultaneous development and transfer of students' argumentation skills from one socio-scientific issue to another in a Confucian classroom. In Malaysia, the Chinese vernacular schools follow a strict Confucian philosophy in the teaching and learning process. The teacher talks and the students listen. This case study explored the transfer of argumentation skills across two socio-scientific issues in such a Form 2 (8th grade) classroom. An instructional support to complement the syllabus was utilised. The teaching approach in the instructional support was more constructivist in nature and designed to introduce argumentation skills which is uncommon in a Confucian classroom. The two socio-scientific issues were genetically modified foods and deforestation. This paper presents a part of the bigger case study that was conducted. Data collected from written arguments were analysed using an analytical framework built upon Toulmin's ideas. The whole class analysis indicated progression in students' argumentation skills in their ability to give more valid grounds and rebuttals during the transfer. The individual analysis suggests progression in the majority of students' performance, while several students demonstrated non-progression when they faced a different socio-scientific issue.
Descriptors: Foreign Countries, Persuasive Discourse, Transfer of Training, Secondary School Students, Skill Development, Science and Society, Secondary School Science, Science Instruction, Confucianism, Case Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Malaysia