ERIC Number: EJ1106127
Record Type: Journal
Publication Date: 2016-Jul
Abstractor: As Provided
Investigating Students' Engagement in Epistemic and Narrative Practices of Chemistry in the Context of a Story on Gas Behavior
Pabuccu, A.; Erduran, S.
Chemistry Education Research and Practice, v17 n3 p523-531 Jul 2016
This study investigated secondary school students' engagement in epistemic and narrative practices of chemistry in the context of a chemistry story on gas behavior. Argumentation is an example of an epistemic practice in science and stories are one kind of narrative (Ricoeur, 1981). By using a chemistry story, the authors hoped to engage students in the argumentation processes by linking chemistry knowledge to everyday contexts (Erduran and Pabuccu, 2012). Student group discussions and written frames during the activity were used as data sources. Analysis of these student outcomes concentrated on (a) the nature of the students' discourse; (b) the quality of students' argumentation; and (c) students' conceptual understanding of gas behaviors. The authors categorized the nature of group discourse using five different codes, determined the quality of student argumentation by counting the number of rebuttals, and measured conceptual understanding through students' answers in the writing frames. The results of this study add to the literature seeking to understand how to develop students' engagement in the argumentation process, how to enhance the quality of students' argumentations, and how to improve their conceptual understanding of gas behaviors.
Descriptors: Chemistry, Secondary School Students, Epistemology, Story Telling, Fuels, Persuasive Discourse, Learner Engagement, Group Discussion, Writing (Composition), Concept Formation, Discourse Analysis, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A