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ERIC Number: EJ1021985
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1492-6156
Introducing High School Biology Students to Argumentation about Socioscientific Issues
Dawson, Vaille; Venville, Grady
Canadian Journal of Science, Mathematics and Technology Education, v13 n4 p356-372 2013
The purpose of this research was to determine whether teaching argumentation to high school biology students improved their argumentation skills, informal reasoning, and genetics understanding. Using a quasi-experiment with mixed methods of data collection, five teachers participated in professional learning on argumentation and socioscientific issues and then explicitly taught argumentation skills in a genetics context. Using a written survey, the experimental group of students (n = 133) improved significantly more in their argumentation skills (p < 0.001), ability to use rational informal reasoning (p < 0.001), and genetics understanding (p < 0.001) than the control group of students (n = 160) who studied the same genetics topic without being taught argumentation skills.
Routledge. Available from Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia